Melissa Richards - September 15, 2024

​A trait that defines the greatest part of my perceived success as an educator is my hunger for learning. It is imperative that educators consistently seek new knowledge to support growth and innovation. As I come across many educators who say, "I don't see the need to reinvent the wheel," I mentally respond with, "But what if the wheel could be made better?" Recently, I was asked to define my learning philosophy. I was pleasantly surprised at how much I would actually enjoy being able to learn and reflect on what it is that I believe about being a learner. My learning philosophy is an amalgamation of several learning theories with the bulk of my beliefs being rooted in Piaget and Bruner's Constructivist Theory which says that "learning is an active process in which learners construct new ideas or concepts based on their current/past knowledge" (Instructional Design Central, n.d.). In this post, I will reflect on my beliefs  about learning in general, the relationship between teaching and learning, beliefs on myself as a learner, and how I distinguish between a learning philosophy and teaching philosophy. I will also explain how my beliefs line up mostly with constructivism and how I plan to implement this learning theory within my Innovation Plan to accelerate meaningful changes in learning experiences for our younger learners.

 

 

 

 

 

 

 

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Learning in General

I believe the level of learning taking place is dependent on the level of active engagement brought on by meaningful connections. Learners are able to better engage in their learning when they feel they are able to make genuine differences in their learning environments because of the relevance the experiences provide to them (Harapnuik & Thibodeaux, 2023). This point was made especially clear to me when I was in high school. I have always loved to read. However, I could have a book on my personal "to be read" list and the second a teacher assigns this book, my motivation to want to read the book declines. I believe this is because of the loss of perceived control I have in choosing the book I would like to experience. Deci (2012) shares in a speech that in state of autonomous motivation, you are endorsing whatever you are doing in that behavior. When someone is interested in the activity, the intrinsic motivation comes out which leads to engagement in the learning process. Being autonomously motivated has shown that learners experience learning to a deeper and more creative level.

 

 

 

 

 

 

 

 

 

 

 

In addition to being engaged in the learning, I feel that learners should constantly be reflecting on their learning. Learners who are able to reflect on their learning experiences and thinking process are supporting their independent learning skills. Doing this also helps support their metacognitive skills (The University of Hong Kong, n.d.). Learners continue to develop a more personal meaning through their reflection which increases the depth of knowledge that they process (Bates, 2019).
 

Learning is also a collaborative action in many settings. Thomas and Brown (2011) share a story where people are not only learning from one another but also with one another in an informal setting like an online forum where users with diabetes can share their experiences. Learners can use this same collaborative model in classrooms where they bring a colorful background of experiences and knowledge to one another. 











 

 

 

 

 

Most importantly, I feel that learners experience a greater level of learning by being actively participating in the process. We cannot ask others to simply share their experiences and knowledge and expect the same immersion of the experience. We must absorb the knowledge ourselves by experiencing the events around us (Thomas & Brown, 2011).

 

The Relationship Between Teaching and Learning
The relationship between teaching and learning has evolved not only in the world, but in my experience over 15 years. As I began my teaching career, I acted out what I believed a teacher was, a transmitter of information. I believed the teacher had the most knowledge in the room, and I was to teach my fourth grade students what I knew. Over the years, my idea of this relationship changed. My views shifted my classroom from a teacher-centered classroom to a student-centered classroom. The teacher is viewed as the facilitator of student learning and is available to support student learning as the students take control (University of Hong Kong, n.d.). Students are constructing the knowledge and teachers can then cement their learning through feedback. In following a model such as this, both the teacher and the student become the learners. I have learned much more strategies in creatively solving problems looking through the lens of my students. With that said, I help guide the experiences where they learn "why" their methods work. In this model, teachers give up the control, students take the lead, and learners are no longer limited to where the learning ends.

 

 

 

 

 

 

 

 

 

 

 

 

Myself as a Learner
A lot of my views and beliefs reflect what I have experienced in myself as a learner. I mostly identify as a Constructivist where consciousness, free will, and social influences are emphasized (Bates, 2019). As a learner, I need to make sense of my own learning within my own contexts. I make decisions and test new ideas based on my past experiences and current knowledge (Instructional Design Central, n.d.). A recent example of this was when I was building this e-portfolio through Wix. I initially tried to sit and watch a YouTube video to walk me through the seemingly overwhelming process. I could not follow the person presenting the content. I immediately turned it off and dove into the process on my own. I began clicking options, realizing something would not look right, then try something different. After experiencing the platform on my own, I am now able to navigate editing the site much more efficiently. Although I still have a lot more to learn. 

Under the umbrella of Constructivism also falls Lev Vygotsky's Social Constructivism. I feel that my knowledge as a learner is also acquired through my social settings like my schools, universities, and online environments (Bates, 2019). I enjoy being around people who I can learn and grow from. My favorite years in education have been when I have been challenged by my peers to improve and grow. Most recently, I worked with a colleague who also had a constructivist view of teaching. Together we took our district's curriculum plans and found ways to make the activities more student-centered which would require more thinking. Together we attended a professional development that centered around the practices in the book, "Building Thinking Classrooms in Mathematics" by Peter Liljedahl. Liljedahl (2020) noticed that students in classrooms were not doing the thinking, but simply mimicking. Together, my colleague and I collaborated by creating thinking tasks that follow his 14 teaching practices that enhance learning to help elevate the engagement and depth of student thinking.




 

 

 

As a learner, I am also a self-reflector. A past principal once shared that she appreciated how reflective I was on my practices. It is important to me to reflect on what has gone well and what areas need to be improved when I am learning something new. This awareness of my learning helps me to evaluate what I have learned and decide which path to take next as I continue on the journey. Being reflective on my learning has also improved my ability to practice a growth mindset. With a growth mindset, the focus of learning isn't the outcome. Instead, learners focus on the journey that was taken and the process of learning (Dweck, 2006).

 

Living as a learner with a growth mindset, I can continue to improve. When deciding to change grade levels, I was able to reflect on my new role as a second grade teacher coming from fourth grade knowing that I could take on the challenge of learning new content. Quickly, I became a leader on my team who consistently contributes new ideas in engaging our young learners and am still becoming more and more knowledgeable on our curriculum by participating on curriculum team committees at a district level for math, science, and language arts. Serving as a leader in this area allows me another opportunity to model my belief in learning by doing.

The Impact of My Learning Philosophy
As a result of believing in mostly Constructivist views as a learner, my teaching philosophy also reflects this. Although they are not the same because a learning philosophy focuses on how a learner learns and a teaching philosophy focuses on how the beliefs of how the teacher provides experiences for their learners, my teaching and learning philosophies are aligned. The goal of my Innovation Plan is to meet the needs of all learners by creating a significant learning environment through a Blended Learning Model. Students will receive more personalized instruction by completing choices on their playlist, will have increased levels of engagement by participating in authentic learning opportunities, and will have chances to collaborate with other learners to grow together.

 

 

 

 

 

 

 

I have found that each year, my classroom holds learners at many different levels. Through understanding that different learners arrive with different backgrounds and experiences, students in my classroom will engage in experiences where the pace is controlled by them (Instructional Design Central, n.d.). Relevant information will be provided for students to access so that they have a way to obtain information that they need at their level. Tan and Hung (2002) share that information banks should be provided to learners in a way that is just-in-time and selectable by the learner. In my class, I have students at different reading levels. I present information to them through various mediums. Some students receive information through online texts they can read while others watch information through video or texts that have the option to be read aloud. Students are able to choose the format they feel is best for their needs and level at the time. Having their own method of receiving information also allows them to be in control of how quickly they are able to take in the information. 

 

 

 

 

 

 

 

 

 

 

 

 

In my plan, I also intend to provide my learners with authentic learning opportunities.  With using engaging and authentic problems, students are motivated towards the learning goal (Tan & Hung, 2003). For example, when we begin our unit on addition and subtraction students will be given the opportunity to create a shopping list that satisfies a budget. To help meet students where they are, budgets will be in different ranges depending on their math levels. Students will have the choice to purchase whatever they would like that fits within the budget. With their choice of how to present their findings, students will take ownership in their learning. In social studies, we have a unit that focuses on how cultures celebrate various holidays. Through my blended learning model, students can choose to learn about their holiday of choice and create an artifact that represents their learning. True authentic learning takes place when the student's initiatives are directed toward an audience beyond the classroom (Revington, n.d.). Through blended learning and technology, students will be able to share their learning with a greater number of peers outside of the room and even school.










 

Collaboration is a key component in implementing my Innovation Plan. As second graders, these learners will begin to develop greater communication skills through collaborative technology tools. Social constructivism emphasizes learning through socially shared knowledge between a community who shares similar learning goals (Tan & Hung, 2003). Through book clubs, these early learners will learn leadership skills along with enhancing comprehension skills as they use our learning management system, LMS, to collaboratively share their responses to texts they read. Tools like concept mapping and discussion boards will not only teach students how to effectively communicate about what they have read, but will also increase their knowledge of technology skills. 
 

Reflections
Practicing a growth mindset as a learner means that my learning journey is never-ending. I have learned throughout my life and the way that I learn has evolved over the years. It has formed me into the learner I am now which thrives on learning by doing, experiencing, and reflecting. My hopes are that with my growth as a learner that I can inspire others around me, students and colleagues, to continue to develop their views as learners themselves in a way that motivates growth and change.

 

 

 

 

 

Annotated Bibliography
Bates, A.W. (2019). Teaching in a digital age: Guidelines for designing teaching and learning. (2nd ed.).
 

In a world of constant change and the increase use of technology, teachers must think about a new framework. This book supports educators helping students in a digital age while still utilizing teachers' unique gifts in teaching. Readers learn how adapting attitudes and thoughts about teaching can help bring them success.
 

Deci, E. (2012, August 13). Promoting motivation, health, and excellence: Ed Deci at TEDxFlourCity. [Video]. YouTube. https://www.youtube.com/watch?v=VGrcets0E6I
 

Ed Deci, a professor of psychology at University of Rochester and Co-Founder of the Self-Determination Theory shares his beliefs on two forms of motivation: autonomous and controlled. He shares the outcomes from each and how they affect our lives.
 

Dweck, C. (2006). Mindset: The new psychology of success. Ballantine Books.
 

In Mindset: The New Psychology of Success, Dr. Carol Dweck shares how our beliefs about our capabilities influence our outcomes. She highlights stories and analogies to show the connection between our mindset and ability to flourish.
 

Harapnuik, D., and Thibodeaux, T. (2023). COVA: Inspire learning through choice, ownership, 
voice, and authentic experiences. (2nd ed.). 
 

Dr. Harapnuik and Dr. Thibodeaux share their views on how learning can be enhanced by creating significant learning environments by empowering learners through choice, ownership, voice, and authentic experiences. Learners are able to access and experience higher levels of thinking through this model which also provides an increased level of engagement.
 

Instructional Design Central. (n.d.) About instructional design. Retrieved from
https://www.instructionaldesign.org/theories/
 

This online resources provides information on various learning theories, instructional design models, and concepts related to learning.
 

Linton, J. (2018). The blended learning blueprint for elementary teachers. Corwin.
 

This resources is designed to guide k-5 teachers in developing and executing effective blended instruction plans by outlining key competencies and strategies. Teachers will explore the iNACOL Blended Learning Teacher Competency Framework, create personalized blueprints for blended learning, and delve into specific strategies and examples to enhance instruction in elementary classrooms.
 

Liljedahl, P. (2021). Building thinking classrooms in mathematics: 14 teaching practices for enhancing learning. Corwin Press.

 

Educators are given 14 practices to enhance learning outcomes. After seeing unmotivated students who are not thinking to the level they should be, Peter Liljedahl generated a list of practices that when implemented in the classroom, can elevate the levels of learning and collaboration. Readers can learn what the practices are, how to implement them, and what the implications could be.
 

Revington, Steve. (n.d.) Defining authentic learning. Authentic learning. 
https://authenticlearning.weebly.com/
 

This website defines authentic learning, shares the essentials behind this style of learning,  discusses the importance of making learning relevant, and provides tip for planning authentic learning experiences.
 

Smith, M.K. (1999-2020). Learning Theory, The encyclopedia of pedagogy and informal 
education.  [https://infed.org/mobi/learning-theory-models-product-and-process/. 
 

This article explores what learning is, including a definition and discussion. Mark K. Smith shares some of his key ideas such as learning as a product, learning as a process, experiences, reflective thinking, making connections, and much more. He also shares information on major learning theories.
 

Tan, S.C., and Hung, D.W.L. (2002). Beyond information pumping: Creating a
constructivist e-learning environment. Educational Technology, 42(5), 48-54.
 

E-learning has become a major trend in education because of its numerous benefits. Information can be delivered through various formats. This article explores the idea that simply providing information to learners may not be an effective way to facilitate e-learning. In this model, we must assume that learners are inherently motivated and capable of being independent learners. The writers explore a social constructivist approach which emphasizes the collaboration and interaction among learners. 
 

Thomas, D., and Brown, J.S. (2011). A new culture of learning: Cultivating the imagination for a 
world of constant change.
 

The authors of this book explore a culture of change and how learning fits into these changes. Our culture is one that responds to its surroundings and integrates change as fluid and evolving. With a collection of stories, this book looks at challenges in our current education system and tackles them in a fresh way.
 

The University of Hong Kong. (n.d.). What teachers should know about learning theories.
Retrieved from https://kb.edu.hku.hk/

 

This website shares information about current theories or pedagogy, approaches to learning, and classroom examples that relate to the work of curriculum developers, teachers, and other professionals in education. It also shares how ideas on learning have changed over time. This resources highlights educators as lead learners as it shares strategies and innovation to inspire others.

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