Learning Philosophy
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According to the Merriam-Webster dictionary, learning is” the act or experience of one that learns.”
Some individuals may see learning as a passive process in which information is absorbed or transferred from teacher to student. John Dewey, one of the most significant and influential American philosophers of progressive education, said that the approach to proper teaching was that students learn by doing. Hands-on interactive learning and student choice have been successful (Cremin, 1959). Dewey argued that traditional education focused too much on monotonous teaching strategies of subjects. Classroom teaching strategies are slowly shifting from the conventional way of the teacher controlling the learning environment and the student's knowledge to what students will need to succeed in the real world after graduation. This dated education model views the learner as a stationary student with little responsibility in the learning process. The process of learning is continual and lasts throughout life. Every individual is a student in some way, and every student has their distinct characteristics. Learning may vary across various circumstances and individuals, but it is always ongoing, occurring everywhere and involving everyone.
As a lifelong learner, establishing connections and developing understanding based on prior knowledge and experiences leads to an authentic interaction between myself, the content, and the learning environment. Learning itself is something I am deeply passionate about. School and the learning process have always been something I've cherished, which is one reason why I've been a classroom teacher for over 15 years. My desire to continue learning and assist others in their learning journey has always been strong. The learning process is active and ongoing, allowing personal development and growth as I consistently incorporate new knowledge into my education. Learning from this perspective inspires and motivates me.
My approach to learning is deeply rooted in the Constructivism theory. This theory was advocated by Jean Piaget, Jerome Bruner, Lev Vygotsky, and John Dewey. According to the research, there are two significant types of constructivism in the classroom: (1) Cognitive or individual constructivism, depending on Piaget's theory, and (2) Social constructivism, depending on Vygotsky's theory (Powell & Kalina, 2009). They both emphasize that the active engagement of students with tasks, activities, and problems encourages students to build on their existing knowledge and experiences to understand new information. But more than that, it highlights the importance of collaboration, social interaction, peer collaboration, discussions, and cooperative learning activities. This collaborative aspect of learning is not just a strategy but a philosophy that fosters a sense of community in the sheltered classroom and shared understanding among learners that they all have a common goal of improving their English linguistic skills. Within Constructivist learning environments, the focus is on authentic, real-world tasks and contexts relevant to the learners (Beck & Kosnik, 2012). Engaging in hands-on activities, projects, and inquiry-based processes is crucial for promoting a deeper understanding and application of knowledge in a sheltered classroom with language barriers. According to Constructivism theory, students must actively construct the meaning of the knowledge they have acquired and participate in active exploration and discovery of knowledge (Yu, 2022).
As this reflects my understanding of how students learn, my teaching philosophy needs to align with my learning philosophy. According to the University at Buffalo, your beliefs about teaching and learning influence many of the decisions you make as an instructor. Defining your philosophy helps you make thoughtful choices about designing and teaching your courses(Teaching and Learning Philosophy, n.d.).
My innovation plan of incorporating e-portfolios in my ESL-sheltered classroom aligns with the principles of constructivism. Students can upload their lab experiments, reflect on their understanding of scientific concepts, and communicate with their peers and teachers about their progress. E-portfolios allow students to include hands-on activities in the science classroom with technology and further explore the lesson individually or collaboratively. Implementing ePortfolios in an emergent bilingual classroom will be dynamic in retaining content knowledge and language development. This practical application of Constructivist principles in the ESL sheltered classroom demonstrates how learning can be made more interactive and engaging.
References
Beck, C., & Kosnik, C. (2012). Innovations in Teacher Education. State University of New York Press.
Cremin, L. A. (1959). John Dewey and the Progressive-Education Movement, 1915-1952. The School Review, 67(2), 160–173. https://www.jstor.org/stable/1083643?read-now=1#page_scan_tab_contents
Howell Ph. D., S. (2024, February 10). A:18 Understanding Learning Theories: Behaviorism, Cognitivism, and Constructivism. Www.linkedin.com. https://www.linkedin.com/pulse/understanding-learning-theories- behaviorism-sonja-l-howell-ph-d--xjmic
Powell, K., & Kalina, C. (2009). Cognitive and Social Constructivism: Developing Tools for an Effective Classroom. Education, 130(2), 241–250. https://eric.ed.gov/?id=EJ871658
Teaching and Learning Philosophy. (n.d.). Www.buffalo.edu. https://www.buffalo.edu/catt/teach/develop/design/teaching-learning-philosophy.html
Yu, S. (2022). Identifying Key Elements of a Sentence for Key Idea with the Help of Connectives under Constructivism. English Language Teaching, 15(4), 100–107. https://eric.ed.gov/? q=Constructivism&pr=on&ft=on&id=EJ1342225
Annotated Bibliography
Beck, C., & Kosnik, C. (2012). Innovations in Teacher Education. State University of New York Press.
Beck and Kosnik's work delves into teacher training advancements from a social constructivist perspective, emphasizing the significance of social interaction, cooperation, and contemplation in preparing and developing teachers. The book investigates how social constructivism shapes teacher education programs, curriculum creation, and teaching methods, underscoring the value of hands-on learning experiences and genuine teaching environments. Through academic conversations and real-world illustrations, Beck and Kosnik illustrate how social constructivist principles can enhance teacher education by encouraging critical thinking, collaborative exploration, and transformative learning. Educators and teacher trainers will discover valuable perspectives and approaches for integrating social constructivism into teacher preparation programs, facilitating the growth of thoughtful professionals capable of addressing the diverse needs of learners in today's complex educational setting.
C.|Kalina, K. (2009). Cognitive and Social Constructivism: Developing Tools for an Effective Classroom. Education,
130(2), 241–250. https://eric.ed.gov/?id=EJ871658
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Powell and Kalina discuss in their peer-reviewed journal article the importance of using constructivist strategies, tools, and practices to foster effective communication between teachers and students in an optimal classroom environment. They write about the two primary forms of constructivism in the classroom: (1) Cognitive or individual constructivism, based on Piaget's theory, and (2) Social constructivism, based on Vygotsky's theory. The journalist states how educators can enhance individualized learning methods by understanding communicative tools and strategies, such as discovery learning and social interaction, to promote peer collaboration.
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Cremin, L. A. (1959). John Dewey and the Progressive-Education Movement, 1915-1952. The School Review, 67(2), 160–173. https://www.jstor.org/stable/1083643?read-now=1#page_scan_tab_contents
In this book, Cremin discusses Dewey's educational philosophy, which focuses on teaching students by doing. However, he also emphasizes that the classroom is a small democracy in which each student decides what and how to learn. He believed that education should be available to all people, not just those within the walls of an academic institution.
Howell Ph. D., S. (2024, February 10). A:18 Understanding Learning Theories: Behaviorism, Cognitivism, and Constructivism. Www.linkedin.com. https://www.linkedin.com/pulse/understanding-learning-theories- behaviorism-sonja-l-howell-ph-d--xjmic
Dr. Sonja Powell, a curriculum specialist, explains how learning is a complex process that has intrigued psychologists, educators, and researchers for decades. She explains how various learning theories have emerged, offering unique perspectives on how individuals acquire knowledge, skills, and behaviors. Behaviorism, cognitivism, and constructivism are three prominent theories that have significantly influenced education and psychology. This article will explore these theories, their fundamental principles, and their implications for teaching and learning.
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Teaching and Learning Philosophy. (n.d.). www.buffalo.edu. https://www.buffalo.edu/catt/teach/develop/design/teaching-learning-philosophy.html
The University at Buffalo has published an informative article that highlights that students learn best by building on prior knowledge and collaborating with others. Therefore, incorporating more small group discussions and team-based activities rather than relying solely on instructor-led lectures may be beneficial. The article states that understanding your identity as an instructor and your preferred approaches and strategies can significantly influence how you design your course and how your students learn.
Yu, S. (2022). Identifying Key Elements of a Sentence for Key Idea with the Help of Connectives under Constructivism. English Language Teaching, 15(4), 100–107. https://eric.ed.gov/? q=Constructivism&pr=on&ft=on&id=EJ1342225
This paper introduces and analyzes the process of identifying critical elements of a sentence for the main idea using connectives under the constructivist approach to develop a sensible and effective reading strategy for skimming. The report recommends that readers pay attention to secondary sentences and consider the connectives, as they can provide additional information and aid in identifying key elements for the main idea. Yu's research suggests that proficient readers can efficiently cover a substantial amount of material by employing connectives to identify key elements when skimming. According to constructivist theory, students are encouraged to construct the meaning of their learned knowledge actively and actively explore and discover knowledge.