Learning is an essential process that enables us to acquire knowledge, skills, and insight that enriches our lives. Learning occurs in various forms and environments through formal education systems and everyday life experiences. Often learning is thought of as something we partake in only through grade school, however learning is a continuous process. While to gain knowledge in the twenty-first century has begun to look much different than what it was in the past, it doesn't change the fact that it plays a fundamental role in our lives, helping us grow, adapt, and navigate the complexities of the world around us.

 

Three beliefs about learning resonate with me, regardless of the learning environment. 

 

1. Learning is a lifelong process. Not only do we acquire knowledge and skills in a formal education setting, but we can learn from experiences in the real world. There are always opportunities for us to continue to grow and learn new things through reading, using the new technology platforms that are at our fingertips, and simply interacting with those around us. 

2. Learning is personal. Each of us and our way of learning is unique. Personal experiences, interests, and abilities shape how we learn best. These are typically broken into categories such as visual learners, auditory learners, or kinesthetic learners. Sometimes people are so unique that they can learn best through a combination of these learning styles. 

3. Learning is transformative. Learning is beyond memorizing facts or information. It changes how we think, act, and perceive the world. It broadens our horizons, challenges our thinking, and inspires our creativity. Transformative learning is psychological- a change in understanding, convictional- a change in belief, and behavioral- a change in actions (Adreatta, 2020).

 

There is a symbiotic relationship between teaching and learning that is fundamental to education. Teaching is the process by which educators impart knowledge, skills, and values to students. Learning is the process of students acquiring new knowledge, skills, and behaviors. Effective teaching is necessary to facilitate learning. To be an effective teacher in the 21st century we must take away the teacher-led approach and navigate towards the student-led learning approach. How do we do this? Teachers become the learning facilitator rather than THE educator. According to Harapnuik (2021), a teacher is focused on themselves and their ability to impart knowledge while a learning facilitator creates a desirable environment in which the learner can come to know, acquire knowledge, or make a meaningful connection. This allows learners to partake in peer-to-peer learning where they learn from their environment; a “collective”. It is the active engagement with the process of learning with a collection of people with a variety of skills, knowledge, and talent (Brown and Thomas, 2011, p.38). I believe that transitioning from the educator to the role of facilitator helps learners take more ownership over their learning experiences by inquiring, solving, discussing, and reflecting on results or challenges they may have faced during each learning experience. 

 

As a learner myself, I believe I always have the potential to grow and develop my skills, knowledge, and abilities. This has ultimately led me to read personal development books, learn the skillset of trading in the foreign exchange and digital cryptocurrency markets, and decide to acquire new knowledge in my field of education by applying for this ADL program. In my adult years, I have learned to realize the importance of where our world is headed, so I have been adamant about acquiring new knowledge and skills in the technological realm of things to align myself with the fast-paced digital integrations of the 21st century. Growing up, I loved going to school and engaging in school projects much more than studying for tests. Therefore, I consider myself to be a visual-kinesthetic learner. I love to see examples of things while being given hands-on experiences to feel that I am getting the most out of my learning experience. I am intrinsically motivated to learn new things and persistent in overcoming challenges or setbacks to pursue my learning goals. Through these different learning experiences and opportunities, I take pride in knowing that I have also been an example of what it is to be a lifelong learner. 

 

Because the relationship between teaching and learning is dynamic and reciprocal, I believe that the relationship between a learning philosophy and a teaching philosophy is also reciprocal. While a learning philosophy relates to how people learn best, a teaching philosophy is the strategies and methods to best facilitate learning. Therefore, the learning strategies implemented within the classroom and the theory or theories you identify with should reflect both the learning and teaching philosophy. When there's a synergy between both philosophies, we inevitably create a significant learning environment to meet the needs of diverse learners. 

 

Furthermore, when it comes to learning theories, I strongly identify as a constructivist. The main theorists behind constructivism include Bruner, Piaget, Dewey, and Vygotsky all contributing their ideals to the overall theory of constructivism. Some of these factors include the process of assimilation and accommodation of knowledge based on cognitive abilities as well as social and cultural context influences. Constructivist learning encourages learners to engage in the active process of meaning construction in real-authentic problems and situations where learners can socially construct knowledge with others (Huang and Tan, 2003, p.49-50). 

 

Bruner and Piaget's ideals within the constructivist theory are closely related and resonate most with my beliefs in students’ learning. Oftentimes, I advocate for our students to our instructional leadership about exposing children to information that aligns with their cognitive development and ability to overcome challenges at their level. Bruner suggests that instruction must be concerned with experiences and contexts that make the student willing and able to learn (readiness). This coherently works with one of the principles of Piaget who suggests that learning materials and activities should involve the appropriate level of motor and mental operations for a child of a given age; and avoid asking students to perform tasks that are beyond their current cognitive abilities (Culatta, 2018). 

 

The 5E model created by Roger Bybee is another constructivist approach that supports my learning philosophy. This model is used heavily within my classroom consistently for science. During my time of teaching, I have enjoyed this model most with the science subject. This model flows the easiest with the many labs that we cover throughout the school year whether it is physical properties, electricity, weathering, or soil concepts to name a few. However, a research study showed that it works just as well with mathematics. Adeleke and Omotayo (2017), revealed that the 5E constructivism model enhanced learning outcomes in mathematics with the use of manipulatives in comparison to a traditional instructional approach. The principles of Bruner and Piaget along with Bybee’s 5E model allow student learners to engage in student-centered authentic learning experiences with the appropriate level of challenges to allow the learner to adopt a growth mindset and create a significant learning environment. 

 

Although I have identified most with the constructivism theory throughout my years of teaching, based on my innovation proposal and the rapid growth of digital learning experiences I will be striving to move more toward a combined idea of constructivism with a connectivism learning approach as well. Connectivism is the understanding that decisions are based on rapidly altering foundations where new information is continually being acquired. However, it must be connected to the right people in the right context to be classified as learning. In this digital age, many students have social networks at their fingertips that allow them to connect to these hubs that foster and maintain the flow of knowledge Siemens (2005), while mobile devices have become pivotal in helping learners acquire higher-order thinking skills. The accessibility of technology being at learner's fingertips addresses Thomas (2012) ideals of why teachers have become just another context in the acquisition of knowledge rather than the content expert. With digital access to information, connectivisim will become the forefront and most important learning theory in the 21st century. 

 

My innovation plan suggests a cross-model between project-based learning (PBL) and e-portfolios. This cross-model addresses both of my beliefs about utilizing the constructivist and connectivist theory as I will continue to facilitate and equip learners with the necessary knowledge and skills in the new digital age of the 21st century. However, my innovation plan also brings forth a platform where my students will be able to engage in learning and reflection through their e-portfolios while given full ownership over their authentic learning experiences.  Since connectivisim is a fairly new theory, it will lead me to learn more about the connectivism theory and how it will help me in my role as a change agent for my innovation plan to disrupt our current broken education model. 

 

Learning is not linear and we cannot box students into one specific learning theory or style but adapt our facilitation roles to meet the needs of all learners. In a world, where the acquisition of knowledge comes in many forms, teaching and learning philosophies are inevitable to change over time as society continues to change and develop more in this digital era. I am excited to continue to initiate the change from traditional didactics of education by creating significant learning environments that impact learners beyond graduation through my learning philosophy and core beliefs.  

 

References 

Andreatta, B. (2021, April 23). Why is transformative learning so important?. Britt Andreatta.                               https://www.brittandreatta.com/why-is-transformative-learning-important/ 

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Culatta , R. (2018, November 30). Constructivist theory (Jerome Bruner). InstructionalDesign.org.                       https://www.instructionaldesign.org/theories/constructivist/ 

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Culatta, R. (2018, November 30). Genetic epistemology (Jean Piaget). InstructionalDesign.org.                           https://www.instructionaldesign.org/theories/genetic-epistemology/ 

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Harapnuik, Dwayne. (2021, November). Learning Philosophy. Harapnuik.org.                                                         https://www.harapnuik.org/?page_id=95 

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Kropf, D. C. (2013). Connectivism: 21st Century’s new learning theory.                                                                       https://files.eric.ed.gov/fulltext/EJ1017519.pdf 

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Omotayo, S. A., & Adeleke, J. O. (2017). The 5e instructional model: A constructivist approach for ...                     https://files.eric.ed.gov/fulltext/EJ1176946.pdf 

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Siemens, G. (2005, January 1). Connectivism:a learning theory for the Digital age. Jan05_01.                               https://www.itdl.org/Journal/Jan_05/article01.htm 

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Steph. (2017, March 9). Transformative learning. digital literacy for ELLs.                                                                 https://blogs.ubc.ca/elldigitalliteracy/2017/03/07/transformative-learning/ 

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

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Thomas, D., & Brown, J. S. (2011). A new culture of learning: Cultivating the imagination for a world of              Constant Change. CreateSpace. 

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Thomas, D. (2012, September 13). A new culture of learning, Douglas Thomas at tedxufm. YouTube.                   https://www.youtube.com/watch?v=lM80GXlyX0U