My Learning Philosophy
The teaching and learning process has evolved, adapting to various needs, resources, ideologies, and tools. I remember when I was in school, education was considerably different. The teacher was the authority of the class and acted exactly like a dictator; remembering my last experience studying at the University, the professor ordered an essay to be done, and if you did not write exactly what he wanted, you failed. He had no respect for your point of view and consideration towards your way of thinking. From there, a question arose for me. The teacher was teaching and asked another question: Was I learning? This is one of the characteristics of traditionalist education, which requires a change. Thus, although elements have been developed that have provided ideas for new strategies and methods, each educational environment is unique and requires teachers to be open to change, adapt, and constantly learn.
In this sense, it is essential to understand education from two main perspectives: teaching and learning. Teaching involves the way teachers transmit knowledge to students. For Morin (2002), teaching is an art that consists of transmitting knowledge in a way that is understandable and assimilable for the student. However, teaching goes beyond the purely cognitive. Through his organization, planning, and strategies, the teacher can make learning emotional, meaningful, and experiential for the student.
Likewise, teaching is fundamental in forming the individual as a social being and aware of its reality. Therefore, it is necessary for teachers to constantly reflect on the strategies and resources used in the classroom and the different learning styles and rhythms of students. Now, when we talk about the concept of learning, like for example applying it to my daily life, I am the eldest daughter in my family, and I learned that to achieve things, you have to work hard. Hence, situations usually arise, and each one of them represents a challenge. Learn to solve the same problem that I want to do, but they present a challenge to me; it is at this moment when I feel the great motivation to solve it because I am interested in learning about it; on the contrary, when tasks are imposed on me which for me have no interest, but I have to do them, there is no way I can do them to comply, and now, I can observe the same situation in the educational context, in my pre-kindergarten students, when I as a teacher present interesting content and strategies, the students choose to learn, they get involved in the process and that spark of wanting to know more is awakened. Learning becomes intrinsic. Thus, students take advantage of their learning. Moreover, they can take the things they already know and try them in new situations or build new ones.
Learning, as Dwayne (2021) defines it, is an active and dynamic process where individuals construct new ideas or concepts based on their current or past knowledge. This process is not passive but active, with individuals actively building their understanding of the world through exploration, reflection, and interaction with their environment. This immersion in the teaching and learning process, where everyone uniquely assimilates and adapts information, influenced by their previous experiences, cultural contexts, and intrinsic motivations, enables us to understand the world around us and develop skills to face life's challenges.
When considering the relationship between teaching and learning, I perceive teaching as a facilitator of learning. I firmly believe in the capacity of each individual to learn and develop throughout life, as well as in the importance of a holistic approach that integrates cognitive, emotional, and social aspects of learning. Educators play a crucial role in providing a meaningful environment, guiding the learning process, and encouraging the development of critical, creative, and analytical skills in students. However, I also recognize that learning is a self-directed process and that students must take responsibility for their intellectual growth. This recognition empowers students and instills in them a sense of responsibility for their learning journey.
Beliefs about Myself as a Learner
As a learner, I recognize that I am the architect of my knowledge, active and autonomous, constantly seeking new experiences and expertise, acknowledging that I can learn in different ways and that the diversity of approaches enriches my understanding of the world. I believe in the importance of self-discipline, curiosity, perseverance in my pursuit of learning, self-reflection, and self-evaluation as tools to improve my learning process continually. Furthermore, I understand that, like every human being, I make mistakes. However, committing mistakes is an integral part of the learning process and an opportunity for growth and improvement. I always apply the philosophy that if I fall, I get back up and continue. And finally, learning is a continuous process (every day, we learn something new) in which there are always opportunities for personal growth and development. Furthermore, when I need help understanding or solving something, I use the word not yet, but I will make it (Dweck, 2006).
Learning Philosophy and Teaching Philosophy
After reviewing an extensive bibliography, a learning philosophy focuses on the process of knowledge acquisition and the construction of meaning by the student, highlighting their autonomy and responsibility in this process and recognizing their active role in the construction of knowledge. On the other hand, a teaching philosophy focuses on the pedagogical strategies and approaches used by the educator to facilitate this process. It focuses more on the role of the teacher and her plan to promote student learning. Both are interdependent and complementary but have a different focus: one on the student as an active agent and the other on the educator as a guide and facilitator. While both are important, it is essential to prioritize the learning philosophy, as it recognizes the student's responsibility in their learning process and promotes autonomy and self-reflection.
Theoretical Approach
I jointly apply the behaviorism, cognitivism, and connectivism approaches in my professional teaching practice. However, I am a constructivist because the individual actively constructs knowledge through interacting with the environment and assimilating new experiences. About previous experiences, a learner-centered approach is also promoted. This leads me to reflect that learning is not a matter of transmitting and accumulating knowledge. However, a dynamic process manifests when the student assembles, extends, restores, interprets, and therefore "constructs" knowledge based on his experience and integrates it with the information you receive.
Constructivism seeks to help students internalize, rearrange, or transform new information. This transformation occurs through the creation of new learning and causes the emergence of new cognitive structures that allow us to face the same or similar situations. The protagonist is the student who assumes the leading role in his learning process through his participation and collaboration with his classmates. It is the student himself who will have to achieve the transfer of the theoretical into practical areas located in authentic contexts. According to Bates's (2014) constructivist theory, the uniqueness of each individual arises from the combination of their diverse experiences and their search for personal meaning, which leads to differentiation from others. Therefore, behavior is neither predictable nor deterministic, at least not at the individual level.
Connection with Learning Theories
My learning philosophy is connected to the theory of behaviorism, where behavior is determined by the environment (for example, conditioning) as a result of stimulus-response (that is, all behavior, no matter how complex, can be reduced to a superficial characteristic. stimulus-response). Rewards (reinforcement) make people do something more often or more efficiently. "Good things happen after you do something well, making you want to do it again." So when you do something well, you get something good, like praise, free time, fun things, stickers, and good grades. (Van and Chan, 2018).
My constructivist approach is closely related to the ideas of Jean Piaget, Lev Vygotsky, Jerome Bruner, and John Dewey; where they affirm that knowledge is built in the human being when information comes into contact with existing knowledge that our group had developed. Unique experiences with external reality and our beliefs about them (Jonassen, 1991, cited by Van and Chan, 2018). Furthermore, I find affinities with the connectivism theory (Siemens, 2004, cited by Wheeler). Connectivism has been praised as a "learning theory for the digital age" and seeks to describe how students using personalized, online, and collaborative tools learn in different ways than previous generations of students.
My learning philosophy is also connected to cognitivist theory, which highlights the role of students' thoughts, beliefs, attitudes, and values (Shunk, 2012). Those who doubt their ability to learn may only apply themselves adequately to their tasks or work with enthusiasm, which will slow learning. Thoughts like "Why is this important?" or "How am I doing?" can affect learning. So, the student is an active information-processing subject with the ability to learn and solve problems, and the teacher is an active subject who learns significantly and can learn to apprehend and think. Therefore, he does not play the leading role, where he has the absolute truth. I recognize the importance of behaviorism in learning, especially in acquiring specific skills and behaviors through repetition and reinforcement.
Learning philosophy and my Innovation Plan
My learning philosophy significantly influences my innovation plan and my role as an agent of change, especially regarding the proposal to improve the teaching and learning of mathematics in pre-kindergarten through the gamification strategy. As I mentioned before, to develop my innovation plan, which will be to propose to enhance the teaching and learning of mathematics through gamification by creating different games adapted to this level where the way to acquire mathematical knowledge is more rewarding and fun, I will base myself on the theories of learning with which I identify, behaviorism, cognitivism, constructivism, and cognitivism.
Firstly, because my approach is student-centered, I am basically under the philosophy that learning should be adapted to the individual needs and interests of students, and by implementing gamification in mathematics teaching, my plan will be student-centered in creating personalized and motivating learning experiences that engage children actively and meaningfully. This will involve designing games that allow them to explore mathematical concepts based on pre-kindergarten guidelines in a fun and motivating way, encouraging curiosity, experimentation, and creativity in the learning process.
Second, children depend on play and imagination to understand and adapt to their constantly changing environment (Thomas & Brown, 2011). I believe incorporating game elements into mathematics teaching will make learning more attractive and accessible to all students, regardless of their level of ability or initial interest in the subject. This involves using immersive narratives, tiered challenges, and motivating rewards to keep students engaged and enthusiastic. Third, taking advantage of today's technology-rich learning environment, I will use technology effectively using digital tools and gaming platforms to create immersive and collaborative learning experiences through online games and interactive simulations that allow students to explore mathematical concepts interactively and practically. And fourthly, my learning philosophy emphasizes the importance of developing critical thinking and problem-solving skills in students. When designing mathematical games, I aim to provide opportunities for students to apply mathematical concepts in meaningful contexts and develop logical and strategic reasoning skills while solving challenges and puzzles.
In conclusion, my learning philosophy influences my innovation plan by creating student-centered learning experiences, promoting playful learning and the effective use of technology, and fostering critical thinking skills. As a change agent, my goal is to transform the teaching and learning of mathematics through gamification, providing students with opportunities to explore, discover, and enjoy mathematics in a new and exciting way.
Annotated Bibliography
Bates, T. (2014, July 29). Learning theories and online learning. https://www.tonybates.ca/2014/07/29/learning-theories-and-online-learning/
Bates' website offers a resource for students, faculty, and academic administrators interested in online learning. The development of my philosophy was beautiful because it gave me a theoretical foundation to learn what learning theories work best online or in a blended format.
Dwayne, H. (2021, November 10). Four keys to understanding learning theories https://www.harapnuik.org/?p=6344
Harapnuik offers a clear perspective on learning theories in this article, highlighting four fundamental keys to understanding them. He reviews behaviorist, cognitivist, constructivist, and cognitivist theories, providing examples and explanations that help readers understand how these theories influence educational practice.
Dwayne, H. (2021, November ). Learning philosophy. https://www.harapnuik.org/?page_id=95
Dwayne talks about his learning philosophy and the importance of creating learning spaces that help students learn more and think deeply. The author talks about different ways of teaching and learning that make sense and interest students, showing real-life situations.
Dweck, C. (2006). Mindset: the new psychology of success. New York: Ballantine Books.
In his inspiring work, Dweck offers insight into cultivating a growth mindset in ourselves and others through examples, research, and practical advice. This work has been of great help in my personal development, education, and human performance.
Martin, L. (2017). Contemporary pedagogical theories. https://core.ac.uk/download/pdf/326425474.pdf
This book offers a broad overview of theories and approaches in the learning sciences, including constructivism and its connections with other relevant theories.
Morin, E. (2002). The head is straight. https://www.edgarmorinmultiversidad.org/index.php/descarga-la-cambio-bien-puesta.html
Morin addresses the need for an education that fosters complex thinking and a holistic understanding of the world. His ideas inspired me because he argues that education must go beyond the mere accumulation of fragmented knowledge and promote an interdisciplinary and global vision of knowledge.
Shunk, D.(2012). Learning theories. https://gc.scalahed.com/recursos/files/r161r/w25743w/L1PG107_S3_R1.pdfThis book provides a comprehensive view of constructivism, exploring its theoretical foundations, practical applications, and diverse perspectives in the educational field.
Thomas, D., & Brown, J. S. (2011). A new culture of learning: cultivating the imagination for a world of constant change (1st ed.). CreateSpace independent publishing platform.
Douglas Thomas and John Seely Brown's book share how the culture of learning is evolving in an ever-changing world. Furthermore, the book, through examples, argues that learning is no longer limited to the classroom or traditional educational institutions but is becoming a continuous process throughout life.
Van, J & Chan, C. (2018). What teachers should know about learning theories. https://kb.edu.hku.hk/learning_theory_history/
This website has influenced my learning philosophy by highlighting the importance of each theory to educational practice and offering practical examples of how to apply these theories in the classroom. In addition, examples of different teachers' cases provide a solid theoretical basis and diverse perspectives on how individuals acquire and construct knowledge.
Wheeler, S. (2020). Learning theories for the digital age.http://steve-wheeler.blogspot.ca/2013/05/learning-theories-for-digital-age.html
These resources have provided me with theoretical foundations and perspectives that support my belief in learning as an active, technologically constructive, and socially situated process.
References
Bates, T. (2014, July 29). Learning theories and online learning. https://www.tonybates.ca/2014/07/29/learning- theories-and-online-learning/
Dwayne, H. (2021, November 10). Four keys to understanding learning theories https://www.harapnuik.org/? p=6344.
Dwayne, H. (2021). Learning philosophy. https//www.harapnuik.org/?page_id=95
Dweck, C. (2006). Mindset: the new psychology of success. New York: Ballantine Books.
Martin, L. (2017). Contemporary pedagogical theories. https://core.ac.uk/download/pdf/326425474.pdf
Morin, E. (2002). The head is straight. https://www.edgarmorinmultiversidad.org/index.php/descarga-la-cambio- bien-puesta.html
Shunk, D. (2012). Learning Theories. https://gc.scalahed.com/recursos/files/r161r/w25743w/L1PG107_S3_R1.pdfT
Thomas, D., & Brown, J. S. (2011). A new culture of learning: cultivating the imagination for a World of constant change (1st ed.). CreateSpace independent publishing platform.
Van, J & Chan, C.(2018). What teachers should know about learning theories? https://kb.edu.hku.hk/learning_theory_history/
Wheeler, S. (2020). Learning theories for the digital age.http://steve-wheeler.blogspot.ca/2013/05/learning- theories-for-digital-age.html