Learning Philosophy

Learning is something that everyone does even without realizing it. Sometimes it requires a challenge or struggle, and other times it is effortless and the older I get, the more I come to appreciate knowledge, and the acquisition of information. Growing up, much of my education was about memorizing facts and “stuff” to pass a test. I found many classes interesting (especially math and science), but felt so much pressure to make sure I had things memorized so I could pass the test or make the “A”. There were lots of things I did not truly understand beyond a simple understanding until I became a teacher and I had to teach the same concepts to my own students

“Nothing is yet in its truest form.”
–C.S. Lewis

What I have come to learn about myself in the last year of being a 6th grade math teacher is that information and learning constantly evolves. The story of what I know as a teacher, has not been finalized; nothing is set in stone. I have come to realize that acquiring knowledge is in my hands.

Throughout my first year of teaching I found myself spending a lot of time studying; I was not memorizing facts to regurgitate to my students in a lesson, but rather working to conceptually understand the mathematical processes so that I could guide my own students to do the same. While a teaching philosophy is a belief about how learning should be conducted in the classroom, a learning philosophy is what shapes the process and internalization of knowledge. I believe in the following aspects of learning that hold true regardless of the learning situation:

Learning is a never-ending, lifelong process.
Everyone is a learner.
Each learner is unique.

Learning can look different between situations and people, but learning is constantly happening,

everywhere and with everyone.

As I reflect on who I am as a learner, it is evident that my learning philosophy has evolved from behaviorist to a combination of cognitive constructivist and connectivist, with humanist roots with a touch of social learning theory. The following will provide a background on these theories:

Behaviorist (Pavlov, Skinner): The learner develops their skill through changes in behaviors based upon the external environment they interact with. The environment is influential in the learning process rather than the internalization of knowledge.

Cognitive constructivist (Piaget, Bruner, Dewey): The learner’s main role is to construct information as he or she links new information to prior knowledge to make meaning. The process is active as the learner hypothesizes about their world or experience and constructs knowledge rather than acquire it. Other characteristics include social construction of knowledge and learning must be the responsibility of the learner.

Connectivist (Siemens): Connectivism is a theoretical framework for understanding learning in a digital age. It emphasizes how internet technologies such as web browsers, search engines, wikis, online discussion forums, and social networks contributed to new avenues of learning.

Social Learning Theory (Bandura): Social learning theory emphasizes the importance of observing, modelling, and imitating the behaviors, attitudes, and emotional reactions of others. Social learning theory considers how both environmental and cognitive factors interact to influence human learning and behavior

The latter three theories, in conjunction with 21st century learning skills, have shaped my own learning philosophy. After having been taught through a behaviorist approach, and having changed my own teaching philosophy, I now know how I thrive as a learner:

I prefer to learn at my own pace; I appreciate being given a set of perimeters that I can work within to construct meaning.
I am a hands-on learner; knowledge, processing, and understanding “sticks” when I am actively engaged in the learning process.
I process everything around me as a potential learning experience. I am constantly multitasking and making connections.
Learning is lifelong and an ever-evolving process based upon new information, prior knowledge, and given circumstances.

Tan & Hung (2003) state that, “Learning is an active process of constructing rather than acquiring knowledge” (p. 49). In agreement with constructivism, learning is not about sitting and listening, waiting for the information to enter the brain; it is about putting yourself IN the learning and making sense of knowledge on your own terms based on prior knowledge. I also believe that the discovery of knowledge and making meaning is critical for learning, in accordance with cognitivism. Cognitive constructivism sums this up to declare that the onus is on the learner to construct knowledge for themselves by internalizing and connecting to prior knowledge using metacognition. Additionally, connectivism makes sense of constructivism through a digital lense for the modern world. Siemens (2005) argues that connectivism “acknowledges the tectonic shifts in society where learning is no longer an internal, individualistic activity” (para. 34). Connectivism recognizes that learners must actively construct knowledge, but they do so in collaboration with others and through a variety of contexts. This connects with my beliefs about the importance of collaboration in learning. I believe in the power of collaboration and positive relationships in the classroom. Tan and Hung (2003) declare that, “Fostering a collaborative learning environment is premised on the notion of social constructivism, which emphasizes learning through collaborative construction of socially shared knowledge” (p. 51).

In short, I believe that learning is an active process in which the learner must construct knowledge, sometimes shared knowledge, by being motivated and engaged. This can happen through inquiry, hands-on activities, collaboration, digital learning, and play.

References:

“Constructivism – Learning Theories.” Learning Theories Constructivism. Web. 10 Mar. 2016. A summary of key points of constructivism, including influencer philosophers.

“Framework for 21st Century Learning – P21.” Framework for 21st Century Learning – P21. Web. 11 Mar. 2016. <http://www.p21.org/our-work/p21-framework>.

Robinson, S. K. [TED]. (2010, May 24). Bring on the learning revolution! [Video file]. Retrieved from https://www.youtube.com/watch?v=r9LelXa3U_I

Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1), 3-10. Retrieved from http://www.itdl.org/journal/jan_05/Jan_05.pdf

Smith, M. K. (2003). ‘Learning theory’, the encyclopedia of informal education. [http://infed.org/mobi/learning-theory-models-product-and-process/. Retrieved: 10, March, 2016. A synopsis of behaviorist, cognitivist, humanist, and social/situational learning theories and provided historical references.

Smith, M. K. (1999). ‘The cognitive orientation to learning’, the encyclopedia of informal education. [http://infed.org/mobi/the-cognitive-orientation-to-learning/. Retrieved: 9, March, 2016. A summary of the main components of cognitive learning theory.

Tan, S. C., & Hung, D. (2003). Beyond information pumping: Creating a constructivist e-learning environment. Educational Technology, 42(5), 48-54.