"We now accept the fact that learning is a lifelong process of keeping abreast of change. And the most pressing task is to teach people how to learn" (Peter Drucker, n.d.).

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Learning:

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Learning is a lifelong journey that is constantly influenced by the changing world around us. I believe that we are born to learn not just to be taught. Our curiosity is what guides us to explore our environment. It's not just about gaining knowledge, it includes critical thinking, problem-solving abilities, and being able to adapt to a constantly changing world. Critical thinking serves as a skill in the process of learning. It empowers individuals to make informed decisions, differentiate between unreliable information, and grasp difficult concepts. Learners also become better at analyzing, evaluating, and synthesizing information from sources. Problem-solving skills enable learners to identify conflicts and create solutions. In the words of Thomas and Brown (2011), "The old culture of learning is no longer suited for a world of constant change, current efforts are geared toward trying to fix the system by refining and perfecting it" (ch. 7 para. 2). The ability to adapt with a fast-paced and ever-evolving world is important. Acquiring knowledge enables individuals to remain up to date and competitive in an evolving world. Learning empowers individuals to adapt to situations, embrace change, and thrive in an uncertain future.

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Cultural backgrounds significantly impact how individuals perceive and engage with the world. Cultural events shape values, beliefs, and perspectives, which influence the topics individuals choose to explore. It also influences their learning methods and their understanding of knowledge and truth. Personal experiences also play a role in learning and are different for each individual. These experiences may include both positive and negative events. It also includes successes and failures, and what was learned from them. Experiences contribute to personal growth and development. Learning is often related to the desire for personal growth and fulfillment. Learners want to expand their knowledge, achieve their goals, and find meaning in their lives. This internal motivation activates the drive for a lifelong learning process.

 

Relationship between Teaching and Learning:

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In my opinion, educators play the pivotal role of facilitators, guiding and supporting learners in their journey. They help construct a deep understanding of diverse subjects and concepts. Good teaching involves making stimulating learning spaces that spark curiosity and a desire for knowledge. This is achieved by presenting information in interesting ways, adding real-world examples, and nurturing an environment where students feel encouraged to ask questions and engage in adventures of exploration. Teaching is not solely about knowledge gains; It's about helping students feel like they have control and can make choices. As stated by Dewey (n.d.), "basing education upon personal experience may mean more multiplied and more intimate contacts between the mature and the immature than ever existed in the traditional school, and consequently more, rather than less, guidance by others" (p. 7). This means personal experience-based education may require more teacher involvement and guidance, as opposed to the traditional educational system, where the interaction between teachers and students may be more structured and less personal.

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Effective educators empower learners to gain control of their educational journey, allowing them to set their own learning goals, make choices, and decide their path to knowledge. According to Visible Learning and the Science of How We Learn, "The key to effective teaching is providing learners with feedback on the consequences of their decisions, not on themselves as a person" (Hattie & Yates, 2013). Effective teaching offers opportunities for exploration. It integrates hands-on activities, experiments, and projects that permit students to apply what they've learned in practical and meaningful ways. Teachers play a dual role in guiding this exploration. They must ensure alignment with educational goals while also giving the freedom for creativity and self-discovery. This makes the learning experience both enriching and enjoyable. 

 

Recognizing the diversity of learners is an important element of effective teaching. With this awareness, educators can adapt their teaching methods, materials, and approaches to cater to these differences. This ensures that students of various learning styles have the chance to excel and show growth. Effective teaching encourages a passion for learning and equips students with more than subject-specific knowledge. It instills in them the skills and motivation required to continue their educational journey independently, extending beyond the walls of the classroom.

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Myself as a Learner:

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I consider myself as someone who is always asking questions and looking for ways to learn. I have a thirst for knowledge and I like to find ways to expand my understanding of the world around me. I believe that every experience, positive or negative, is an opportunity to gain knowledge and grow as an individual. Self-motivation and metacognition are important in my own learning journey. Challenges are not obstacles to me; they are stepping stones. I embrace challenges, by viewing them as a chance to enhance my skills and deepen my knowledge. I value the diversity of perspectives and insights of others and value their input. Working with others enhances my learning experience by exposing me to different viewpoints and ways of thinking. Collaborating with others broadens my horizons and helps me grow as an individual. I approach learning with curiosity and a commitment to motivating myself. I am ready to confront challenges, and I enjoy collaboration where knowledge is shared. This mindset is not just a part of my educational journey; it is an important part of who I am as a lifelong learner and an individual dedicated to personal and intellectual growth.

 

Learning Philosophy vs. a Teaching Philosophy:

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I believe that learning and teaching philosophies are complementary but distinct components of the educational process. A learning philosophy goes deeper into fundamental questions about learning, such as the nature of knowledge and how it is acquired by individuals. This approach examines students' roles in the process, to determine whether they are active participants or passive recipients of knowledge. It also considers broader academic contexts, including cultural, social, and environmental factors that affect a learner's educational journey. A learning philosophy is essentially a set of beliefs and principles that shape ideas of gaining knowledge and skills and using them to excel and grow.

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On the other hand, a teaching philosophy is all about being practical and exploring the effective ways teachers have helped teach students based on their own educational beliefs. It’s like someone putting their educational beliefs to work, explaining how a teacher intends to create a supportive environment that helps students achieve their educational goals. This includes decisions about which teaching strategies and approaches that are best aligned with the teaching philosophy. In a teaching philosophy, teachers think about how to present information, engage students, assess their understanding, and provide feedback. Essentially, a teaching philosophy is a way for teachers to translate their beliefs and principles into effective educational practices to enhance the skills and knowledge of their learners. 

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To sum it up, while a learning philosophy provides the framework and intellectual foundation, a teaching philosophy is the practical application of that framework. It focuses on the day-to-day decisions and practices that directly impact students' learning experiences. These two philosophies work together to shape effective and meaningful educational experiences for learners. They each inform and enrich the other to create a holistic approach to education.

 

Connection to Learning Theories:

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My learning philosophy is mostly aligned with the Constructivist learning theory, with Lev Vygotsky being a significant influence. Constructivism explains that learners actively construct their own knowledge through experiences, interactions, and social contexts. Vygotsky's Zone of Proximal Development (ZPD) emphasizes the importance of social interaction and scaffolding in the learning process. Kozulin (2009) explains: 

The Vygotskian approach emphasizes the importance of sociocultural forces in shaping the situation of a child’s development and learning and points to the crucial role played by parents, teachers, peers, and the community in defining the types of interaction occurring between children and their environments. (p. 2)

I relate with this theory as it acknowledges the significance of collaboration, social learning, and the gradual growth of skills and comprehension. As an educator, I enrich my lessons by incorporating a hands-on approach and encouraging peer collaboration. Through the use of ePortfolios, my students have the ability to showcase their own learning. My assignments are mostly project-based, which allows students to have ownership and choice in their learning.  

 

However, my philosophy isn't solely confined to Constructivism. Vygotsky's theories combine cognitivism and constructivism. He brings in elements from both perspectives to provide a more comprehensive understanding of how learning and cognitive development occur. He particularly focuses on social and cultural context. I also find that I identify with elements of Cognitivism. Cognitivism emphasizes the mental processes involved in learning, such as memory, problem-solving, and information processing. In both my role as an educator and a student, I apply design principles, and problem-solving abilities, and foster creativity. As stated in the book, Learning All the Time, "Children do not acquire knowledge, but make it. As I said before, they create knowledge, as scientists do, by observing, wondering, theorizing, and then testing and revising these theories" (Holt, 1989, p.75). I relate to Cognitive theories, such as those developed by Piaget and Vygotsky, which focus on how people think, perceive, remember, and learn. He also emphasized the role of mental processes in understanding and explaining human behavior and development.

 

Behaviorism points out the importance of reinforcing desired behaviors and shaping learning through external stimuli. "We are all controlled by the world in which we live, and part of it consists of not just the physical environment but of other people" (Skinner, 1965, p.444). Skinner was a prominent figure in behaviorism and made significant contributions to the field of psychology, particularly in the study of how external stimuli can influence and shape behavior. Behaviorism focuses on observable behavior and how the environment influences an individual's actions. I use behaviorism to effectively manage my classroom behavior and establish a positive learning environment. I use behavior contracts, continuous assessments, and consistency in my classroom. Although I use behaviorism, I use it in conjunction with other teaching approaches that address cognitive, emotional, and social aspects of learning. 

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While I identify primarily with Constructivism, I recognize the value of integrating aspects of other theories to create a well-rounded learning experience for my students with diverse learning needs. My learning philosophy is a balance between these diverse educational theories. My goal is to create a flexible and evolving educational setting where learners are encouraged to take an active role in building their understanding. Where they can receive support when necessary, and participate in meaningful cognitive activities that enhance their progress and personal growth.

 

Impact on Innovation Plan and Role as an Instructional Technology Coach:

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My learning philosophy strongly influences my innovation plan of implementing ePortfolios. I view ePortfolios as a tool that can empower learners to document their learning journeys, reflect on their experiences, and actively develop their understanding. I promote the use of ePortfolios to encourage self-directed learning and reflection, fostering skills that are aligned with Constructivist principles.

 

As an instructional technology coach, I guide educators in adopting technology in a way that aligns with my philosophy. I support them in creating digitally enriched, learner-centered environments. This enables them to actively engage with content, collaborate with peers, and reflect on their growth. It also involves helping teachers design technology-enhanced activities and assessments that promote Constructivist,  Cognitivist, and Behaviorist principles as appropriate to the learning context.

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In conclusion: 

My belief about learning is that it's not just about gaining knowledge but also about thinking critically, solving problems, and adapting to change. I think learners should be active in increasing their understanding, especially when they work to develop their skills over time. While I'm mostly aligned with Constructivism, I also appreciate elements of Behaviorism and Cognitivism. The integration of these diverse theories enables me to provide a well-rounded learning experience that caters to diverse learners. As an instructional technology coach, my learning philosophy will guide my innovation plan, which involves the implementation of ePortfolios as a tool for empowering learners to actively document their educational journeys. I will also assist educators in creating digitally enriched, learner-centered environments that align with Constructivist, Behaviorist, and Cognitivist principles as needed. My goal is to make learning fun, encourage self-directed learning, and help students take charge of their learning path, all while staying true to my learning philosophy.

 

Annotated Bibliography:

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A New Culture of Learning: Cultivating the Imagination for a World of Constant Change

Thomas, D., & Brown, J. S. (2011). A New Culture of Learning: Cultivating the Imagination for a World
         of Constant Change. CreateSpace Independent Publishing Platform.

 

"A New Culture of Learning" discusses the importance of using technology to make learning easier. It suggests that people should explore and learn on their own, which is better for preparing them for the future. Thomas and Brown's idea is that learning isn't just for schools; it should continue throughout life. They talk about how playing, trying new things, and working with others can help develop important skills for a changing world. This book says we need to change how we think about learning and education to keep up with the 21st century.

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Experience and Education

Dewey, J. (n.d.). EXPERIENCE & EDUCATION. School of Educators. Retrieved November 1, 2023, from

       https://www.schoolofeducators.com/wp-content/uploads/2011/12/EXPERIENCE-EDUCATION-
       JOHN-DEWEY.pdf

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Dewey's book talks about the importance of learning through hands-on experience and active engagement. His constructivist view emphasizes learning by doing and encourages students to learn from their own experiences and interactions. He also emphasizes the value of working together with others, as this helps in the learning process. Dewey's ideas in this book have greatly influenced modern educational practices that follow constructivist principles. It all boils down to the idea that students learn best when they are actively involved in their education and when they can think critically and solve problems on their own.

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Mindset: The New Psychology of Success

Dweck, C. S. (2007). Mindset: The New Psychology of Success. Random House Publishing Group.

 

Dweck's work on growth mindset has shaped my beliefs about the importance of fostering a growth mindset attitude in myself as well as other learners. This book teaches us a lot about how we think and learn. It talks about two main ways of thinking: one where you believe your abilities are fixed and can't change, and another where you think you can get better at things with effort and learning. It also emphasizes the value of embracing challenges and regarding them as opportunities for personal development. lt also stresses the importance of learning from failure, asserting that setbacks are not indicative of a lack of intelligence but rather serve as opportunities for growth and learning. "Mindset" is a helpful book that can teach us how our way of thinking affects how we learn, and it encourages us to have a positive attitude towards learning and personal growth.

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The Innovator’s Mindset: Empower Learning, Unleash Talent, and Lead a Culture of Creativity
Couros, G. (2015). The innovator’s mindset: Empower learning, unleash talent, and lead 

        a culture of creativity. San Diego, CA: Dave Burgess Consulting, Inc.

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Couros advocates for promoting innovation and creativity in education and leadership by embracing a growth mindset. He emphasizes personalized learning, building relationships, taking risks, and using technology to empower students and foster a culture of innovation. This book provides strategies and real-world examples to inspire educators and leaders to think creatively and adapt to our ever-changing world. He also discusses why innovation is necessary and possible in education. It encourages teachers and administrators to empower their learners to wonder, explore, and become forward-thinking leaders.

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Visible Learning and the Science of How We Learn

Hattie, J., & Yates, G. C. R. (2013). Visible Learning and the Science of How We Learn. Taylor & Francis

         Group.

 

Hattie's book explores how students learn and what helps them do better in school. It looks at different things that affect learning and uses research to give teachers good ideas for teaching. The book says it's important to make learning clear and easy to see, so both students and teachers know what's happening. It discusses ideas of giving feedback to students, how teachers and students get along, students controlling their own learning, and having a positive attitude about learning. The book also shows how teachers can use what they learn from research to do better in their classrooms and help students do well in school. It's a helpful guide for teachers who want to improve how students learn and do in school.

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Vygotsky's Educational Theory in Cultural Context 

Kozulin, A. (Ed.). (2003). Vygotsky's Educational Theory in Cultural Context. Cambridge University 

Press. National Research Council, Division of Behavioral and Social Sciences and Education, Board on Behavioral, Cognitive, and Sensory Sciences, & Committee on Developments in the Science of Learning with additional material from the Committee on Learning Research and Educational Practice. (2000). How People Learn: Brain, Mind, Experience, and School: Expanded Edition. National Academies Press.

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This is a book that explores the ideas of Lev Vygotsky and how they relate to education in different cultures. It talks about how learning is influenced by our culture and the people we interact with. The book explains Vygotsky's concept of the "zone of proximal development," which is the idea that people can learn more with help from others. It also shows how Vygotsky's ideas can be used in schools. The book emphasizes that teachers should consider their students' culture and social interactions when teaching. It's a helpful resource for teachers and researchers who want to understand how culture and social interaction impact education and how Vygotsky's ideas are still important today.