Learning Philosophy

Learning Beliefs

What is learning? According to Merriam-Webster, the definition of learning is "(1) the act of experience of one of that learns (2) knowledge or skill acquired by instruction or study (3) modification of a behavioral tendency by experience (such as exposure to conditioning) (n.d). "The definition that resonates with me most is the second one. 

I am amazed to learn that the word "learning" is classified as a noun. I think that in the course of learning, a number of actions are involved. Rather, it is a kindergartner learning how to open a milk carton or a teenager learning to drive; in both cases, actions are involved with the learning curve. I believe everyone can learn. I believe we learn from the moment we take our first breath until the moment we take our last. Learning takes place in many different ways. Learning can occur from receiving instruction, and it can happen through life experiences. I believe everyone learns differently. Some people learn best by listening to audiobooks, others by reading texts, and some by interactive activities. 

Everyone has different strengths and weaknesses, so all learners must know what works best.
Learning can be enjoyable, but unfortunately, that is not always the case. If you are not enjoying what you are learning, it's unlikely that you'll retain the information. Finding ways to make learning fun and engaging is essential so that learners can maximize learning.

Teaching vs Learning

Teaching and learning are connected intimately. Teaching is sharing knowledge or expertise with others to promote their understanding or growth. In contrast, learning is acquiring knowledge, skills, or behaviors. There is a close relationship between teaching and learning philosophy. When an individual shares their knowledge or expertise with another (teaching), they promote the other individual's understanding or growth (learning). I believe that the relationship between these two essential aspects of education is much more intimate than simply existing together. Instead, I believe that they need one another to thrive. Think about it this way: a teacher can stand in front of a classroom all day long and lecture until they are blue in the face, but nothing will stick unless the students are actively engaged in learning. On the flip side, students can read textbooks and take notes until their fingers fall off, but if they don't have a teacher to guide them through new concepts, they'll struggle to understand what they're studying. In short, teaching and learning are closely related, and both are responsible for promoting understanding.

The Learner in Me

I, unlike many teachers, did not always know I would be a teacher. I ended up in education and grew to love it! Learning early on was a challenge for me, especially reading. I always had to reread passages to grasp a concept fully. Somewhere around 9th or 10th grade, I learned to embrace learning challenges, and my outlook on learning began to change. I believe this was when I realized what worked for me as a learner and why learning was important.

 
As a learner, I benefit more when I am actively engaged in learning. In high school, my science teacher assigned a project in which we had to collect various types of leaves from trees in our local area. We collected the leaves and wrote information about the leaves and trees. I learned so much about those trees and can still identify some of them today. Collaborating with peers and physically looking for trees played a big part in my learning. 

As a learner, I also benefit from having time to process information. I usually need time to process learning when the teaching lacks engagement. I am also a learner that learns from observing people and things. I enjoy watching do-it-yourself videos to learn new things. I like washing people complete various tasks. 
Unlike my early years, as a learner, I see the value in learning and acquiring knowledge. I find learning even more enjoyable when I have a goal and seek to accomplish it. 

Learning Theory

My learning theory beliefs align with cognitive constructivism. The main contributor to cognitive constructivism is Jean Piaget. I identify with this theory because learners must construct their understanding to learn successfully. The Education Bureau (HK)& The University of Hong Kong (2018) say cognitive constructivism "lays emphasis on how the individual learner "maker of meanings" and the ways knowledge is created in order to adapt to the world in which the mechanisms of accommodation and assimilation are key to this processing" (para 1). This theory of learning has important implications for teaching. If students are actively constructing their own meaning, then it is not enough for teachers to simply present information. Instead, we need to provide opportunities for students to interact with the material and each other to gain an understanding. As a change agent, I plan to implement ePortfolios, in an innovation plan so that my students have the opportunity to showcase authentic learning. 

I mentioned completing a project when I was in high school and I can still recall the information that I learned. Cognitive constructivism supports project-based learning. According to Moylan (2018), "Project Based Learning (is) a systematic teaching method that engages students in learning essential knowledge and life-enhancing skills through an extended, student-influenced inquiry process structured around complex, authentic questions and carefully designed products and task" (Moylan,as cited in The Education Bureau (HK)& The University of Hong Kong 2018, para 2.). 

Although I feel I identify more with cognitive constructivism theory, I also feel that I should consider connectivism. Siemens (2005) states the following principle of connectivism "Learning is a process of connecting specialized nodes or information sources. Learning may reside in non-human appliances." (p.5). In a world where technology is constantly evolving, it's essential to be able to keep up with the latest changes. Connectivism is a theory of learning that emphasizes the importance of connectivity and collaboration. Learning is no longer just about acquiring knowledge from textbooks or lectures. With the rise of the internet, learners now have access to a wealth of information at their fingertips. I must know how to navigate this landscape and help students find reliable sources of information.

Annotated  Bibliography

Learning. (n.d.) In Merriam-Webster.com.

Retrieved September 14, 2022, from https://www.merriam-webster.com/dictionary/learning

The term learning is a noun. Learning is the act or experience of one that learns. Learning is knowledge or skill acquired by instruction. It is study modification of a behavioral tendency by experience. An example sentence for the word learning follows: "A computer program makes learning fun." 

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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

In this article, Siemens discusses connectivism as a learning theory for the digital age. He defines connectivism as "the integration of technology into social systems to create networks of knowledge and expertise" (Siemens, 2005, p. 1). He argues that in our increasingly connected world, traditional educational models are no longer effective because they rely on linear methods of transmitting information from instructor to student. Connectivist learning reflects the way we process information in today's society; it is based on constant connection and collaboration with others. This type of learning requires learners to be actively engaged in constructing their own understanding by making connections between concepts and ideas. Siemens provides several examples of how connectivist principles can be applied in education, including online courses and collaborative projects. This article is useful for educators who are interested in exploring new ways of teaching in the digital age.

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Theories_cognitive constructivism. KB. (2018). Retrieved September 18, 2022, from https://kb.edu.hku.hk/theory_cognitive_constructivism/

The article discusses cognitive constructivism, which is a learning theory positing that humans actively create meaning from their experiences rather than passively receiving information from the world around them. This theory has its roots in the work of Jean Piaget, who proposed that children actively construct their knowledge through their interactions with the world.The author describes how this differs from other theories which take a static view of human cognition. It provides examples of how constructivist principles can be seen at work in educational settings worldwide where they promote active learner engagement over more traditional didactic techniques. Cognitive constructivism sees knowledge as something that individuals actively construct based on their experiences and interactions with the world.