Siary
Rodriguez
My Learning
Philosophy
“The teaching life is the life of the explorer, the creator, constructing the classroom for free exploration. It is about engagement. It takes courage. It is about ruthlessly excising what is flawed, what no longer fits, no matter how difficult it was to achieve. It is about recognizing teaching as a medium that can do some things exquisitely but cannot do everything.”
(Christa L. Walck, “A Teaching Life,” Journal of Management Education, November 1997, p. 481)
Imagine a classroom where even the slightest whispers promise discovery. Every exchange of glances is an invitation to explore the vast ocean of knowledge together. On our educational journey, we embark on a path that not only takes us through books and lessons but also plunges us into the depths of the human experience. My learning philosophy celebrates diversity, collaboration, and the untapped potential within each of us.
Learning is not just about memorization. It is a beautiful dance between curious minds, where ideas come together to create something new. Experiential learning is magical. Each experience is a blank canvas, waiting for the brushstrokes of knowledge and creativity.
Everyone has a voice in our classroom; we work together to learn and discover new perspectives. The line between teacher and student is blurred, and we become a community of learners, each bringing our unique light to this shared journey.
Quoting Dewey, "Even more important is that human beings acquire the habit of learning."(Dewey, 1916 p 43 44).
The learning process is an unending journey that must maintained with unwavering determination, even in moments of silence. We must commit ourselves to introspection, reflecting on our successes and failures and using those experiences to grow and evolve. In my philosophy, learning is not merely a destination we reach but an infinite journey of self-discovery and exploration.
Knowledge is a guiding light that illuminates the path to a brighter future. Every smile, every tear, and every moment of connection is a testament to our shared humanity.
As an advocate of learning, it is a joint venture between the teacher and the student. It extends beyond the classroom and encompasses a lifetime of personal growth, challenges, and inspiration. The teacher recognizes that every experience, whether small or big, enriches our learning journey and helps us understand the world more deeply and meaningfully.
This educational approach strongly emphasizes collaboration as a means of driving learning. The teacher encourages and facilitates connections between her students, understanding that when people share their ideas and experiences, they create a web of knowledge that benefits everyone. She understands the significance of collaborating with peers and experts to enhance creativity, confidence, and handling of issues.
Rather than allowing the learning environment to form reactively, the teacher believes in being proactive and creating meaningful learning environments that inspire and encourage deeper learning.
Learning Philosophy. (2015). Retrieved September 30, 2016, from
This approach acknowledges that a teacher is also a learner on a journey of discovery and growth. The teacher constantly searches for new ways to enhance their teaching practice and deepen their understanding of the learning process. This shared commitment to continuous, collaborative learning creates an educational environment where everyone feels valued, supported, and motivated to reach their full potential.
An essential aspect of this approach involves experimentation and active practice. The teacher motivates her students to engage in practical experiences where they can investigate, experiment, and explore the world around them. At the same time, she is open to pedagogical innovation and willing to try new methods of teaching and learning that can inspire her students and enhance her teaching practice.
The field of education is undergoing a significant transformation, with more focus on student-centered practices that prioritize each student's humanity and autonomy in the learning process. As an educator, I am committed to the COVA (Choice, Ownership, Voice, and Authenticity) approach, which emphasizes creating a warm, inclusive, and empowering learning environment that recognizes each student's unique needs and learning styles.
I aim to create a constructive learning experience by giving students a voice, allowing them to choose their activities, take ownership of their learning process, and engage in authentic experiences. Promotes deep, active, and meaningful learning, preparing students for real-world challenges.
Our approach of combining COVA and Creating Meaningful Learning Experience Environments (CSLE) is designed to empower students by placing them at the center of their learning experience. This approach fosters greater intrinsic motivation and a stronger sense of student responsibility. Our institution prioritizes creating an environment that motivates students to learn proactively. Doing so can foster a dynamic and engaging atmosphere that enables students to develop their critical thinking and problem-solving skills. Additionally, we aim to cultivate collaboration and communication abilities in our students to prepare them for academic success and success in their personal and professional lives.
In summary, the synergy of COVA and CSLE creates a constructive learning experience that empowers students, giving them a voice, choice, and ownership through authentic learning opportunities. This approach produces a deep, meaningful, and enriching learning experience that prepares students for lifelong learning and success.
Distinction between Philosophies: Learning Vs. Teaching
I fully recognize the pivotal link between teaching and learning, which is the foundation of education, especially in primary education. As a preschool teacher, I know this relationship profoundly impacts my young students' emotional and comprehensive development.
Teaching is not merely about conveying information; it is an inspiring art that motivates students to explore and learn. Establishing a safe, inspiring, and welcoming environment in the classroom is of the utmost importance and ensures that every student feels valued. However, learning is also an active and constructive process in which children are the key players in their development.
As a teacher, I facilitate this process by allowing children to explore, experiment, and marvel at their surroundings. Children's participation, autonomy, creativity, and critical thinking are pivotal to their learning process.
Teaching and learning are continually interacting and complementing each other. Therefore, I personalize my teaching methods to cater to every student based on their abilities and interests. I have a growth mindset and appreciate every opportunity to learn.
A teaching philosophy deals with the role and practices of the educator, while a learning philosophy focuses on the process and experience of the student. Although both approaches are intertwined and complement each other in the educational context, they emphasize different aspects of the teaching and learning process.
Our beliefs play a vital role in our learning and skill development approach. One of the most common beliefs is that putting in effort and practice is crucial for achieving success. Those who hold on to this idea tend to persevere despite challenges and view their mistakes as valuable learning opportunities. For instance, a student who values the importance of extra effort may spend more time studying for a test or practicing a specific skill, which can lead to better academic performance.
Learner Beliefs:
Keys to Success
A vital belief is having a growth mindset, which means believing in one's ability to learn and improve over time. Learners with a growth mindset view learning as a continuous and ongoing development process. They are open to facing challenges and willing to persist despite initial failures. For example, if a student with a growth mindset performs poorly on a task, they would consider it an opportunity to identify areas of improvement and work on them rather than seeing it as a lack of ability.
Beliefs can be related to one's perception of their ability and self-efficacy. If learners believe in their ability to succeed, they will try harder and persist in challenging situations. For instance, a student who is confident in their math skills may be more eager to participate in activities that require those skills and seek help when needed, which can result in higher math achievement. Our beliefs as learners can significantly impact our motivation, persistence, and academic success.
Student beliefs: Keys to success
Our beliefs are a significant factor in how we approach learning and skill development. One of the most prevalent beliefs is that effort and practice are crucial to success. Those who embrace this idea tend to persist in facing challenges and view their mistakes as valuable learning opportunities. For instance, a student who values the importance of extra effort may dedicate more time to studying for a test or practicing a specific skill, which can lead to better academic performance.
Let us remember this definition from DwicTo provide better context for our topic, let us recall this definition from Dwick to contextualize our topic better:
Mindset: The vision and state of being that you adopt for yourself profoundly affects how you live (Dweck, 2006).
A growth mindset is a fundamental belief in one's ability to learn and improve. Students with a growth mindset perceive learning as a continuous and ongoing development process. They are receptive to encountering challenges and are willing to persist despite initial setbacks. For instance, if a student with a growth mindset performs poorly in a task, she would consider it an opportunity to recognize areas of improvement and work on them rather than seeing it as a lack of ability.
Beliefs can be related to a person's perception of their ability and self-efficacy. If students have confidence in their ability to succeed, they will try harder and persist in challenging situations. For instance, a student who is confident in their math skills may be more willing to participate in activities that require those skills and seek help when needed, resulting in higher math achievement. Our beliefs as students can significantly impact our motivation, perseverance, and academic success.
Developing a growth mindset is crucial for learning because it can improve motivation and performance.
Recent studies have shown that having a growth mindset can help individuals approach challenges more positively and persist through adversity. Those who embrace a growth mindset view effort as an essential element of success and are eager to invest time and energy in improving their skills and knowledge. On the other hand, a fixed mindset can hold people back, as those who believe that their abilities are predetermined may feel limited in their capabilities and strive to appear intelligent, even at the expense of learning. Author Carol S. Dweck, in her book "Growth Mindset," highlights the importance of adopting a growth mindset and believing in the potential for personal growth and development. By acknowledging that abilities can be developed and improved through effort and perseverance, individuals can unlock their full potential and achieve their goals.
Begin your journey towards a growth mindset by identifying the pessimistic voice of your fixed mindset that declares, "I am incapable." Then, add the word "yet" to the sentence.
This simple addition can help you shift your perspective to be more focused on growth and development. This simple yet powerful addition can help you move your thinking towards development and progress rather than limitations and obstacles. Furthermore, the growth mindset encourages a focus on continuous learning and the constant pursuit of personal improvement. People who believe in their ability to develop and improve themselves tend to be more receptive to constructive criticism. They see it as a chance to learn and progress. This attitude fosters resilience, self-assurance, and confidence, which can translate into significant achievements in different areas of life, such as academics, work, and personal relationships.
We hold the belief that every person has the potential to enhance their skills, surmount challenges, and accomplish success by persistently striving and adopting the growth mindset philosophy. Our proposition aims to cultivate a growth mindset by equipping individuals with essential resources, tactics, and encouragement, all based on the principles of this theory. (You can find the link to my growth mindset plan attached.
Building Connections:
A Teacher and Constructivist Theory
A student-centered approach to learning is what constructivism is all about. This method emphasizes the learner's role in acquiring and constructing knowledge.
According to this approach, students should learn by exploring, asking questions, and engaging in hands-on projects. This method is based on the ideas of Piaget, Ginsberg, Oppers, and Papert. They believed that teaching students how to learn is essential. Jonassen and Reeves think technology should support learning, not replace it. This way, students can learn from authentic experiences instead of just relying on technology to teach them. Labaree and Hattie have written about this approach in their works.
Institutional Design.org states that Jerome Bruner's constructivist theory suggests learning to be an active process where students create new concepts or ideas based on their current or past knowledge. You can read more about it in this article: http://www.instructionaldesign.org/theories/constructivist.html.
As a teacher, I strongly believe in the constructivist learning theory. This theory is not just a theoretical concept; it genuinely shapes my interaction with my students and influences my class. Instead of simply imparting information, I position myself as a guide by offering a platform for my students to explore, question, and build their understanding.
What I am most passionate about the constructivist theory is celebrating the diversity of each student. Every student has their own story, experiences, and ways of understanding the world; I love to honor that. I firmly believe in fostering collaboration among my students, encouraging them to share their views and learn from each other.
My approach to evaluation is quite different from the traditional method. For me, it is not just about grading exams. I use formative feedback and authentic assessments to engage with my students' learning process and help them progress significantly. In short, the constructivist theory is not just a theory; it is the foundation of my educational practice and guides me as I help my students explore and grow on their learning journey.
What I find most rewarding about working from a constructivist perspective is seeing my students engaged in their learning. When I give them the freedom to explore and discover, I see their minds light up and their self-confidence grow. It reminds me that each is unique, with unlimited potential waiting to be unlocked. As an educator who follows the constructivist approach to teaching, my primary goal is to inspire and nurture the innate curiosity of my students. Retaining information and making connections between concepts becomes more likely when students actively participate in the learning process.
As an educator, I encourage my students to learn and explore new concepts and ideas actively. I aim to equip them with the skills and knowledge they need to succeed in a rapidly changing world.
Every student possesses the potential to bring about positive change in their community and beyond. I firmly believe in creating an inclusive and supportive educational environment where students feel safe to question, challenge, and express their ideas. My primary objective is to equip my students with a strong foundation of knowledge and skills that will help them become critical and decisive thinkers. We can collaborate to build a more equitable world for everyone.
(Preparing Your Child for Success: The Importance of Early Education - Long View Today.
I strongly identify with the constructivist theory because it values students' active participation in their learning process. Instead of just receiving information, students are encouraged to build their understanding of the world by exploring, reflecting, and interacting with their environment. This meaningful approach to learning aligns with my belief in each student's unique potential to create knowledge.
In my educational practice, I firmly apply constructivist theory because it is essential to provide my students with an environment in which they can develop their full potential as human beings. By recognizing and celebrating my students' diversity of experiences, perspectives, and abilities, I empower them to be the key drivers in their learning process. A constructivist approach helps me impart knowledge and cultivates critical skills such as autonomy, creativity, and critical thinking, which are crucial to success in life and an increasingly complex and ever-changing world.
The prominent theorist of constructivist theory is Jean Piaget, whose research on children's cognitive development laid the foundation for this approach. He postulated that children construct their understanding of the world by interacting with their environment and adapting their mental schemas. Piaget identified different stages of cognitive development, each characterized by various forms of thinking and reasoning, and emphasized the importance of play and experimentation in the learning process. His work has significantly influenced education and developmental psychology, and his theory continues to have a remarkable impact on educational practice today.
Connection with Learning Theories
Learning is a complex process shaped by several factors. By exploring different learning theories, we can better understand how students learn and what factors contribute to their success. Constructivism and Vygotsky's sociocultural theory are two approaches that complement each other and provide valuable information about the learning process.
Both constructivism and Vygotsky's sociocultural theory strongly emphasize students' active role in constructing their knowledge. These theories recognize the importance of social interaction, the surrounding environment, and students' active participation in the learning process. By integrating these theories, we can better understand how learning occurs and how we can better support students in their educational journey.
In this sense, Lev Vygotsky's work on the influence of social and cultural environments on human thought and behavior is vital. By recognizing the importance of social interactions and cultural tools in shaping learning and cognitive development, we can create more effective learning environments that help students reach their full potential.
My innovation proposal is rooted in my constructivist philosophy, and its primary goal is to foster the growth and development of each child. Every student is a curious explorer of knowledge, and they can construct their understanding of the world around them. By leveraging technology and the blended learning approach, I aim to provide a world of opportunities that will enable each of my students, including those with special needs and regular students, to discover, experiment, and learn at their own pace and style.
I strongly advocate for adopting a student-centered approach that recognizes the importance of creating a welcoming and stimulating learning environment where every child feels seen, valued, and supported in their learning journey. My objective is to provide personalized activities and adaptive resources that cater to the individual needs of each student to help them reach their full potential in reading letters and numbers.
However, my proposal is not just about acquiring knowledge; it goes beyond that. I am committed to developing fundamental life skills like collaboration, creativity, and resilience. By fostering collaboration and building a learning community, I aim to create an environment that enables my students to grow academically and as compassionate and empathetic human beings, ready to face the world's challenges with confidence and determination.
My vision for educational innovation is centered on creating an educational experience that holistically nourishes the hearts and souls of my students. Through blended learning and my constructivist approach, I aspire to empower students to become autonomous learners, passionate about learning and prepared to make a positive difference in the world around them.
Charting the path of learning:
The constructivist influence in an innovative blended Learning proposal
As indicated by the title of this section, I am excited to embark on a new journey. With education constantly evolving, constructivism is a valuable tool for adapting to these changes. Inspired by this approach, I propose transforming students' learning experiences to better equip them for the future.
The most effective approach to blended learning involves incorporating constructivist principles and technology to create a dynamic, student-centered educational environment. Through this approach, students take ownership of their learning by engaging in collaborative, autonomous, and active knowledge construction. By embracing the tenets of constructivism, we can create an innovative and dynamic learning environment that empowers learners and celebrates their role in the teaching and learning process.
Annotated Bibliography
Walck, C. L. (1997). A teaching life. Journal of Management Education, p. 481.
In this article, Walck reflects on her experience as an educator and shares her reflections on teaching and learning in the context of educational management. She offers a unique and personal perspective on life as a teacher and the challenges and opportunities this profession presents.
Dewey, J. (1916). Learning Philosophy
This work by John Dewey is fundamental in the philosophy of education. In it, Dewey explores the nature of learning and the importance of an educational philosophy centered on the student and practical experience. His ideas continue to be influential in contemporary education.
Dweck, C. (2006). Carol Dweck's book Mindset: The New Psychology of Success
Examines the importance of mindset and how our beliefs about talent and intelligence affect our success and learning. Dweck introduces the idea of the growth mindset and its impact on academic and personal achievements.
Titus, PA and Gremler, DD. (2010). Guide to Reflective Practice: An Audit Framework for Assessing Teaching Philosophy and Style. Journal of Marketing Education, 32(2), 182-196.
This article offers a practical framework for evaluating and reflecting on teaching philosophy and style. It provides valuable tools for educators who want to improve their pedagogical practice through reflection and self-assessment.
Harapnuik, DK, Thibodeaux, TN and Cummings, CD. (2018). Create meaningful learning environments through choice, ownership, voice, and authenticity.
This work explores creating meaningful learning environments using choice, ownership, voice, and authenticity. It provides ideas and strategies for designing educational experiences that empower students and promote deep, lasting learning.
References
Christa L. Walck, (1997) A Teaching Life, Journal of Management Education, p.
481
Dewey (1916) Learning Philosophy. (2015).p. 43 44 Retrieved September 30,
2016 from http://www.harapnuik.org/?page_id=95
Dweck, C. (2006). Dweck, CS (2006). Mindset: The new psychology of success.
En Titus, P. A., & Gremler, D. D. (2010). Guide to Reflective Practice: An Audit
Framework for Assessing Teaching Philosophy and Style. Journal of
Marketing Education, 32(2), 182–196.The Evolution of a Constructivist
Approach to Web-Based Instruction
Harapnuik, D.K., Thibodeaux, T.N., & Cummings, C.D. (2018). Create meaningful
learning environments through choice, ownership, voice, and authenticity.
Harapnuik, D. (2004). Development and evaluation of inquisitivism as a
fundamental approach to web-based instruction (Doctoral thesis).
University of Alberta, Edmonton, Alberta.
Harapnuik, D.K., Thibodeaux, T.N., & Cummings, C.D. (2017). Use the COVA
learning approach to create active and meaningful learning environments.
In Keengwe, JS (Eds.), Handbook of research on digital content, mobile
learning, and technology integration models in teacher education.
Hershey, Pennsylvania: IGI Global.
Jonassen, D. H. (1994). Thinking about technology: towards a constructivist
design model. Educational Technology, 34 (4), 34–37.
Papert, S. (1993). The children's machine: rethinking school in the computer age.
New York, NY: Basic Books.
Another resource
https://www.facultyfocus.com/articles/teaching-and-learning/developing-students-learning-philosophies/?utm_campaign=shareaholic&utm_medium=email_this&utm_source=email My Learning Philosophy: A Parent's Journey - September 30, 2016
Learn Philosophy. (2015). Retrieved September 30, 2016, from https://www.harapnuik.org/?page_id=95
Four keys to understanding learning theories | It is about learning - March 11, 2016 Inquisitivism