My Full Story
About Learning
Learning is an amazing and unique action. When I think of learning, I think of the brain absorbing new knowledge through the activation of background knowledge, experiences and actions of passions that an individuals has (Thomas and Brown, 2011). For learners to learn, they must be in a mindset referred to as a learner’s mindset (Harapnuik, February 2021). A learner’s mindset refers to repositioning our minds to look at all experiences of our environments as a golden ticket to learning (Harapnuik, February 2021). We can use the golden ticket in every environment no matter the challenges, barriers, or successes that may arise as an exciting moment to learn something new. Learning is also unique to every individual that activates their learners mindset. Each individual learner has his or her own learning style, and can have multiple learning styles over a variety of learning opportunities (Mead, n.d.). Some examples of learning styles include visual, auditorial, and kinesthetic. In order to reach all learners, we must know each of the learners' learning styles to increase their passion and motivation in learning about the topics that we are providing.
Learning Vs. Teaching
Within the different learning styles of our learners comes the way our learners are able to retell or write about their learning. The relationship of learning and teaching can be described by an input and output scenario. As a learner, you are receiving new knowledge from your surrounding environment that can go out and be shared with others. When the learner shares the new retained knowledge with others in or outside the environment they are now teaching the new information. In the classroom, I am able to teach my students new knowledge as they are receiving the knowledge as learners. We are teaching students things that happened in the past that we experienced growing up, but they are teaching us things that we have never experienced. Learning and teaching between my students and I can work vice versa too. I can be the learner while my students are teaching me. My students are experiencing everything for the first time in their lives. Those that have passions and activities that I would have never heard of. There are new inventions being made and released everyday that do not spark our attention, but do spark our students attention. They can go into every detail about the passion they love from the smallest parts to the largest. We can learn so much from our students, and let's use this to help our students build their confidence in teaching others while we learn from them (Ottawa Catholic School Board, 2016).
As educators, we have to evaluate ourselves as learners and as teachers. These can look different, partially the same, or the same. We must be able to identify our beliefs and strategies as being a teacher to learners of all ages and environments (Bowne, 2017). When we write a teaching philosophy we are reflecting on ourselves as teachers. The strategies that we use to make sure that every learner is reached, our why behind the reason we chose teaching, and how do we reflect, analyze, and grow as a teacher (Bowne, 2017). In contrast, a learning philosophy is based on the reflection on how we learn as an individual. What strategies and techniques could teachers use to enhance and improve their learning as a learner.
Who am I as a Learner?
Mead (n.d.) mentions many types of learning styles in her article about differentiated learning. As I examined her article I have come to realize that I am one of the individuals that learn best through multiple learning styles. I see myself as a social, visual, and logical learner. I learn best through the works of written words that I can see and collaborate with peers about meanings and processes that will assist me moving forward in completing the activation of my new learning (Mead, n.d.). In addition, the use of images within instructions and presentations assist me in comprehending new knowledge in my long term memory storage.
I am a Constructivist
When it comes to learning, my beliefs would relate to being more of a constructivist. Being a constructivist requires you to learn through new knowledge building on old knowledge through different experiences (Harapnuik, November 2021). There are many constructivist theorists that Harapnuik (November 2021), mentioned in his article on Four Keys to Understanding Learning Theories, and the theorists include Dewey, Vygotsky, Piaget, and Bruner.
My number one hobby is traveling, and through traveling I get to see lots of new things. I find myself looking at every detail and the surroundings to develop my thoughts and learning of my new environment. As emphasized, I usually find a small, medium, or large detail that reminds me of a trip or experiences I had once before. Once I find it, a collaboration with others is sparked that allows relatable knowledge, as well as new knowledge starting to expand.
As a learner I learn best by observing and creating a new authentic work of art. What if we could experiment the constructivist side of learning in my classroom. Allowing students to create new and authentic creations through the lens of their eyes. As an innovation project on creating an student-centered learning environment that allows them to create projects and new knowledge through their eyes. Being a constructivist learner has allowed me to model for my students and organization in a way that fits me and my learning personality. I am able to find my voice, my passion, and my imagination through the innovation project that I am working on to get others involved in my 21st century evolving classroom (Thomas and Brown, 2011).
Annotated Bibliography
Bowne, M. (2017). Developing a Teaching Philosophy. Journal of Effective Teaching, 17(3), 59–63.
In this online scholarly article, it explains the process in creating a teaching philosophy. What questions should be answered in a teaching philosophy? Next it explains the purpose of an educator creating their own teaching philosophy. Lastly, it explains in detail the people and groups that an educator may want to involve when creating their teaching philosophy.
Harapnuik, D. (2021, November 10). Four keys to understanding learning theories. It's About Learning. Retrieved November 6, 2023, from https://www.harapnuik.org/?p=6344
In this online article, Dr. Dwayne Harapnuik goes into explaining the difference between learning theories. He explains that there is a timeline that shows a tentative time when each theory came about. He compares and contrasts the learning theory of constructivism and humanism. Lastly, he goes into explaining the different philosophers that are associated with each of the learning theories.
Harapnuik, D. (2021, February 9). Learner's Mindset Explained. It's About Learning. Retrieved November 5, 2023, from https://www.harapnuik.org/?p=8705
In this online article, Dr. Dwayne Harapnuik starts by giving the readers a definition of a learners mindset vs. a mindset. He then follows by explaining how a learner’s mindset is different from a growth and innovative mindset. The article continues by explaining how a learner’s mindset is naturally essential to one, and how it starts at a young age. Lastly, you can find techniques on how to grow and adopt a learner’s mindset.
Mead, S. (n.d.). Differentiated Learning: Why "One Size Fits All" Doesn't Work In Education. Whitby School. Retrieved November 5, 2023, from https://www.whitbyschool.org/passionforlearning/differentiated-learning-why-one-size-fits-all-doesnt-work-in-education
In this article, Mead explains how important and essential differentiated learning can be towards the success of all students. She explains the different learning styles that individuals have that need to be seen in all classrooms to reach all students. Next, explains how differentiated learning allows students to build and connect their own new knowledge using their unique style of learning. Lastly, she explains how a differentiated learning environment can be created.
Ottawa Catholic School Board. (2019, March 9). Innovation That Sticks Case Study - OCSB: Risk Taking. YouTube. Retrieved November 5, 2023, from https://www.youtube.com/watch?v=UAMcjUzdVnE&embeds_referring_euri=https%3A%2F%2Fluonline.blackboard.com%2F&source_ve_path=MjM4NTE&feature=emb_title
In this video, Ottawa Catholic School Board interviews school staff on questions about risk taking in the classroom. It explains the importance of school culture and how it can enhance the percentage of teachers who take on a growth mindset to try something new. The video explains how you as an educator can assist in helping a colleague that is uncomfortable with taking risks in the classroom and with technology. Lastly, just like our students are learning from us, we can learn from them.
Thomas, D., & Brown, J. S. (2011). A new culture of learning: Cultivating the imagination for a world of constant change. Lexington, Ky, USA: CreateSpace Independent Publishing Platform.
In this book, Thomas and Brown (2011) look at the change in our society, and the way learners are learning. The two authors go into explaining the differences of a traditional classroom setting, and a setting that is based on 21st century learning. One way they do this is to explain the new culture of learning as it allows learners to use their passions and imaginations to recognize and learn new ideas and knowledge moving past barriers and challenges that get in their way. The authors go into explaining ideas and strategies that can be used to make this new type of learning come to life.