Learning
“Learning is a process that is often not under our control and is wrapped up with environments we inhabit and the relationships we make” (byinfed.org, 2020). Lynda Kelly (2022) says that it is “an indescribable process”. I think that both definitions are fairly accurate. I would add though, that I believe that learning is innate, we are born to learn. From a very early age we begin to explore the world around us. For instance, an infant will watch blades of a fan go around and around, while a toddler will explore things by touching and tasting, and still young children push the boundaries with seemingly no fear. Learning is something that age should have no boundaries on because we were made to learn. Learning is a process that has no limits.
However, over time learning has become less about the process and more about the content. Education culture has focused more on what the student is supposed to be learning rather than the learning itself. In a sense we are trying to “force” learning onto these students and in return measure the “learning” they have done. Learning does not always equal mastery; actually, I would argue that learning is in fact the opposite. We learn best when we fail, problem solve, try new strategies, fail again, collaborate, try again, et cetera. Learning was never meant to be forced. It is a natural process that we are born with and naturally have the desire to do. I believe that we should capitalize on that desire to learn and bring it into the classroom. We should expose our students to different experiences and situations, then let them explore further the things that intrigue them. The learner must take responsibility for the learning to happen and for that to take place they must be allowed to explore and experiment in a safe environment.
Relationship between teaching and learning
Teaching implies that there is something specific that needs to be taught, while learning is the innate process, we are all born with. Learners can absolutely be taught many skills and knowledge about a variety of topics, but for true learning (not recall of facts and memorization) to happen the learner must be engaged, curious and intrigued by the topic. A Dr. H says, teachers cannot make a student learn, we are only able to facilitate an environment that motivates them to take ownership of their learning (2018). The result of teaching should not be to solely master a skill, but instead giving the students a place that they feel safe enough to “take chances, make mistakes, and get messy" as Miss Frizzle would say.
Me as a learner
I am a very curious and inquisitive person. If I am interested in something I will spend time investing in research and practice to learn something new. Personally, I am a doer. I could read, watch, or listen to someone all day and get very little out of it. However, if I get a quick overview and then just jump in and get started, that’s where I learn best. I am better able to problem solve and trouble shoot when I am in the thick of it. Though I am a teacher, I feel as I am hard to teach. Not because I believe I know what is best, but because I want to explore and experience it for myself. I am hands on. I need first-hand experience to better understand something new.
Though I do like to jump right in, I also value collaboration.Collaboration can come in many ways, but I love having people that I can bounce ideas off, as well as problem solve and talk through things with. Without collaboration I often get stuck or frustrated when a problem arises that I cannot solve on my own.
Learning Philosophy vs Teaching Philosophy
While a learning philosophy focuses on the learner's perspective, a teaching philosophy centers on the instructor's role in shaping that learning experience. A learning philosophy focuses primarily on the process of learning and how a learner engages with knowledge. A teaching philosophy, on the other hand, centers on the methods and strategies educators use. Though a learning philosophy and teaching philosophy two separate things, I would argue that they also go hand in hand.I cannot see how one would be separate from the other.I believe that I teach the way that I learn.Because I believe that learning should be active, I teach the same.I use a lot of modeling and explaining, but then send my students off to “do”. It is their job to problem solve and explore.I truly believe my students will never learn anything if all I do is give them the answers.Both philosophies are essential in shaping the educational process to foster meaningful and effective learning.
Behavioral Constructivist
I identify as a “behavioral constructivist”.
One behavioral theorist, James Hartley, says one key principle in terms of learning is that Activity is Important. This is where learning by doing is supported. Another key principle is Repetition. Frequent practice is necessary for learning to take place. As a kindergarten teacher, I thoroughly agree with Hartley. My kindergartners need to be actively engaged and frequently practice the same skills before they have truly learned something, even something as simple as walking in a line in the hallway or washing their hands. Moreover, this is how I learn. As stated above I am a doer. I learn by doing and doing it frequently with a lot of practice.
Constructivism builds on the impacts and ideas of Piaget, Vygotsky, Bruner and Dewey; constructivists believe that learning is a process that is constantly changing, and that knowledge is constructed based on the experiences of the learner. Constructivists educators build upon what a student already knows and values the students’ interests. Expanding on what I stated earlier, I believe that students are to be active participants in their learning. To be active participants, however, students must have choice and ownership in their learning.
In my innovation plan I detail how I propose to give my kindergarten students choice, ownership, and voice in an authentic learning environment (COVA) through a blended learning environment. Using the station rotation model, I will encourage my students to choose the station that is right for them. They will be held accountable for the learning that is happening while at their station with frequent check-ins. These expectations and procedures will be actively practiced daily so that students learn the routines and are able to better utilize the learning environment appropriately.
Conclusion
In conclusion, I believe that there is more to learning than just mastery; learning should be fun, challenging, innovative and explorative. Therefore, I believe that meaning is constructed through experiences, as well as repetitive practice. Learning should be natural and encouraged, not forced and rigid. While I identify mostly as a behavioral constructivist, I also know that students and the world is constantly changing. And because I wholeheartedly believe that learning is a process, I know my learning and teaching philosophy will likely grow and change as well. My biggest aim is to influence change within the classroom and encourage my students to have fun while learning. In doing so, I want them to take ownership of their learning so that they can experience the joy and love of becoming life-long learners.
References
byinfed.org, P. (2020, February 12). What is learning? A definition and discussion. infed.org. https://infed.org/learning-theory-models-product-and-process/
Harapnuik, D. (2018, July 14). CSLE. It’s About Learning. November 3, 2023, https://www.harapnuik.org/?page_id=849
History of learning theories. KB. (n.d.). https://kb.edu.hku.hk/learning_theory_history/
Thomas, D., & Brown, J. S. (2011). A new culture of learning: Cultivating the imagination for a world of Constant Change. CreateSpace Independent Publishing Platform.
Annotated Bibliography
Carey, B. (2015). How we learn: The surprising truth about when, where and why it happens. Random House.
This book goes into the science of learning by Benedict Carey. It reveals insights into the human learning process, challenging common assumptions about studying and memory. It offers practical guidance for optimizing learning, making it an essential read for students, educators, and anyone interested in enhancing their cognitive abilities and educational strategies.
Holt, J. (2017). How children learn, 50th anniversary edition. Da Capo Lifelong Books.
In this book, Holt explores the natural learning processes of children and challenges conventional educational methods. While it was originally published in 1967, this edition reevaluates Holt's insights in the context of modern education. It continues to be a great resource for those interested in promoting child-centered and holistic learning approaches.
Illeris, K. (2018). Contemporary theories of learning: Learning theorists ... in their own words. Routledge, Taylor and Francis Group.
In this comprehensive volume Illeris provides an in-depth exploration of various contemporary perspectives on how individuals acquire knowledge and skills. It offers valuable insights into the ever-evolving field of education and serves as a foundational text for educators, researchers, and students seeking to understand and apply modern theories of learning.
Jha, A. K. (2009). Constructivist epistemology and pedagogy: Insight into teaching, learning and knowing. Atlantic Publishers & Distributors.
This book offers a clear exploration of constructivist theories in education. It explores how individuals actively construct their knowledge and understanding through meaningful experiences. Jha provides valuable insights into effective teaching and learning strategies based on constructivist principles.
Skinner, B. F. (1974). About behaviorism. Knopf.
This book outlines the principles of behaviorism and its application to psychology and education. In this book Skinner explains the role of environmental factors and reinforcement in shaping human behavior and learning. For anyone that is interested in understanding the behaviorist perspective this is a great text as is its impact on psychology and education.
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