Background
Nicole Kraft, 2018
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There has been lots of discussion about teaching styles, philosophies, and effective pedagogy or andragogy. But what is it that we believe about learning? Is it a behavioral change or a process? Is it experience or a product of experience? Many might look to sources that talk about learning styles and various methods such as SAMR or others, but is there proof that learning styles are real? Some argue that they don't exist at all. This article will not debate these claims rather it aims to explore what I believe about learning and the relationship between teaching and learning, what I believe about myself as a learner, the difference I see between a learning philosophy and a teaching philosophy, and what type of learning theory I most identify with. As I continue to learn and grow personally and professionally I expect these thoughts to evolve as well -- so watch this space.
Below is a short video that gives a brief overview of a few of the most prominent learning philosophies that exist today. |
LearningDctr. (2010, June 17). Behaviorism, Cognitivism, Constructivism & Learning and Instructional Theory. Retrieved from https://www.youtube.com/watch?v=0YOqgXjynd0
I Believe...
Figuring out one's beliefs about learning in general proved to be much more difficult in practice than it looked on paper. In fact, I really had to do some deep reflection and questioning of my own preconceived notions in order to come to any sort of understanding of where I stood on the topic at all. In general I believe that learning is to come to understand a new concept using previous knowledge as a foundation for analyzing and solving problems. But more than that I believe that learning requires an environment that enables an authentic experience to occur which allows the learner to move from novice to a place of deeper understanding.
Teaching, or to teach, is to impart knowledge or skill to someone by instruction or example; or to give lessons in a subject. In contrast, learning, or to learn, is coming to know something, to acquire knowledge or to find something out (Harapnuik, 2018).
Teaching and learning have traditionally gone hand-in-hand, but this time-honored tradition needs to be carefully analyzed and reconsidered. Rather than working within a model where direct instruction is the main practice we ought to consider alternatives such as facilitated learning and collaborative project-based learning. I believe that direct instruction has its place but it needs to be one of many teaching tools in our toolbox. We need to leverage what students already know and understand in order to build new knowledge and connections. Deeper understanding is key to bridging old knowledge to new concepts and ideas. Teaching should no longer be based on arbitrary assessment and standardized tests if we are to truly prepare our students who believe that learning is something we do in order to understand the real world (Smith, 2018).
Deep understanding of subject matter transforms factual information into usable knowledge (National Research Council & Social Sciences and Education, 1999).
Learning by Nick Youngson CC BY-SA 3.0
I used to believe that we all had a potential that we could reach for but that our individual intellectual capacity was predetermined. I always thought that I could work toward a professional or academic goal but that at some point I would reach a ceiling. Since returning to school after many years and earning degrees and credentials I now appreciate the motto of our school: "It's Never Too Late..." and I realize that we all have way more potential within ourselves than we are willing to acknowledge. I know now that I am capable of learning anything -- especially if it is relevant to my interests or passions. In this same way we need to actively engage our students with new ideas in an attempt to connect passion with purpose.
[T]he more we know and understand about learning, the more we have a coherent theory of learning, and the easier it is to make good decisions about how to teach (Weimer, 2014).
Many of us have a teaching philosophy either formally or informally in which we identify and document our beliefs on teaching. But upon reflection many of us (myself included) will realize that with the focus on teaching we will often largely ignore the learning aspect. This is why it is incredibly important to explore and identify one's own learning philosophy. Once we understand how learning happens and how to facilitate it can we then develop a more robust and precise teaching philosophy. In other words our learning philosophy should inform our teaching philosophy, not the other way around. These are not mutually exclusive topics.
A critical feature of effective teaching is that it elicits from students their preexisting understanding of the subject matter to be taught and provides opportunities to build on—or challenge—the initial understanding (National Research Council & Social Sciences and Education, 1999).
What's My Philosophy?
Looking back at my initial Learning Manifesto and from my undergraduate training in Communication Studies I can see myself as a budding theorist following in the tradition of Maslow, Rogers, and other humanists. However, upon further reflection and deeper research applied to my own teaching experience I believe that I am closer philosophically to the likes of Bruner, Dewey, Vygotsky, and others of the constructivist school of thought. I believe that learning is taking experience and creating meaning from it. I believe that education exists in order to build understanding and knowledge. I believe that my role as an educator should not be teacher-centric but more like an architect who designs environments where collaboration and authentic learning experiences can occur.
Communities of practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly (Lave & Wenger, 1998).
Communities of practice puts a name to a concept that I have come to believe in for quite a while now. I believe this is why study groups work, why maker spaces produce exciting new designs, and why start-up incubators birth cutting-edge innovation and industry disruptors. Learning is not necessarily intentional but occurs because three necessary pieces are in place: (1) the domain, (2) the community, and (3) the practice (David, 2014). There needs to be a shared interest that exceeds a casual relationship: membership shows that a commitment to the domain exists. Interaction and collaboration is key to establishing a community rather than just a resource center or information repository. Finally, members need to be practitioners of their craft and not just observers or consumers. Establishing communities of practice has the potential to elevate the traditional classroom from a teacher-centered space to a significant learning environment which is where we should ultimately strive to be.
Impact on Innovation
Having a better understanding of myself, how I tend to learn, and what I believe about learning in general is invaluable to me as I begin to introduce and implement my Innovation Plan. I have a lot written on what I'd like to happen, hard numbers and deadlines, and how I plan to roll it out. What I do not have in the writing is any reference to my learning philosophy and how that reflects on what I want to do and how I plan to do it. Further research and manipulation of my original plan may need to occur in order to align my beliefs with my proposed actions. One main priority that I would like to address immediately is how to create significant learning environments and communities of practice within my ePortfolio initiative. This will be crucial to the success of the plan and its overall implementation and continued practice.
References
David L, "Communities of Practice (Lave and Wenger)," in Learning Theories, July 16, 2014, https://www.learning-theories.com/communities-of-practice-lave-and-wenger.html.
Etienne Wenger summarizes Communities of Practice (CoP) as “groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly.” This learning that takes place is not necessarily intentional. Three components are required in order to be a CoP: (1) the domain, (2) the community, and (3) the practice.
FutureLearn. (2017). What do the learning theories say about how we learn? Retrieved from https://www.futurelearn.com/courses/learning-network-age/0/steps/24637
Animation and brief overview of learning theories and teaching approaches.
Harapnuik, D. (2018). Learning Philosophy. Retrieved from http://www.harapnuik.org/?page_id=95
LearningDctr. (2010, June 17). Behaviorism, Cognitivism, Constructivism & Learning and Instructional Theory. Retrieved from https://www.youtube.com/watch?v=0YOqgXjynd0
A brief overview of theoretical perspectives, learning theory, and instructional theory.
Learning philosophies & theories - TechnologyToolboxForEducators. (n.d.). Retrieved from https://sites.google.com/site/technologytoolboxforeducators/about-learning/learning
Overview of various learning philosophies and theories. Lots of links to external sites and resources for further research.
Merriam, S. B., & Caffarella, R. S. (1999). Learning in Adulthood : A Comprehensive Guide (Vol. 2nd ed). San Francisco: Jossey-Bass. Retrieved from https://libproxy.lamar.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=26069&site=eds-live
Sharan Merriam and Rosemary Caffarella reveal how sociocultural influences can create specific developmental needs and interests, and how such social factors as race, class, and gender can shape learning. From this background, they construct a more inclusive perspective on adult learning, guiding readers toward new ways of thinking about teaching, learning, and the broader social implications of adult education.
National Research Council, & Social Sciences and Education. (1999, April 12). How People Learn: Bridging Research and Practice. Retrieved from http://www.nap.edu/catalog/9457.html
The purpose of this report is to ask how the insights from the research reviewed in How People Learn can be incorporated into classroom practice and to suggest a research and development agenda that would inform and stimulate the required change.
Smith, M. K. (2018). ‘Learning theory’, the encyclopedia of informal education. Retrieved from http://infed.org/mobi/learning-theory-models-product-and-process/
Survey of key ideas behind learning theories and philosophies. Lots of historical background and references to primary source material.
Weimer, M. (2013, November 13). Two Activities that Influence the Climate for Learning. Retrieved from https://www.facultyfocus.com/articles/teaching-professor-blog/two-activities-that-influence-the-climate-for-learning/
Discussion of activities designed to engage learners in identifying their own beliefs on learning. The activities are way to establish perspective early on in the course.
Weimer, M. (2014, March 26). What's Your Learning Philosophy? Retrieved from https://www.facultyfocus.com/articles/teaching-professor-blog/whats-learning-philosophy/
Establishing a learning philosophy and the differences between it and learning styles. Guidelines on questions to ask and topics to consider when writing your own learning philosophy.
Etienne Wenger summarizes Communities of Practice (CoP) as “groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly.” This learning that takes place is not necessarily intentional. Three components are required in order to be a CoP: (1) the domain, (2) the community, and (3) the practice.
FutureLearn. (2017). What do the learning theories say about how we learn? Retrieved from https://www.futurelearn.com/courses/learning-network-age/0/steps/24637
Animation and brief overview of learning theories and teaching approaches.
Harapnuik, D. (2018). Learning Philosophy. Retrieved from http://www.harapnuik.org/?page_id=95
LearningDctr. (2010, June 17). Behaviorism, Cognitivism, Constructivism & Learning and Instructional Theory. Retrieved from https://www.youtube.com/watch?v=0YOqgXjynd0
A brief overview of theoretical perspectives, learning theory, and instructional theory.
Learning philosophies & theories - TechnologyToolboxForEducators. (n.d.). Retrieved from https://sites.google.com/site/technologytoolboxforeducators/about-learning/learning
Overview of various learning philosophies and theories. Lots of links to external sites and resources for further research.
Merriam, S. B., & Caffarella, R. S. (1999). Learning in Adulthood : A Comprehensive Guide (Vol. 2nd ed). San Francisco: Jossey-Bass. Retrieved from https://libproxy.lamar.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=26069&site=eds-live
Sharan Merriam and Rosemary Caffarella reveal how sociocultural influences can create specific developmental needs and interests, and how such social factors as race, class, and gender can shape learning. From this background, they construct a more inclusive perspective on adult learning, guiding readers toward new ways of thinking about teaching, learning, and the broader social implications of adult education.
National Research Council, & Social Sciences and Education. (1999, April 12). How People Learn: Bridging Research and Practice. Retrieved from http://www.nap.edu/catalog/9457.html
The purpose of this report is to ask how the insights from the research reviewed in How People Learn can be incorporated into classroom practice and to suggest a research and development agenda that would inform and stimulate the required change.
Smith, M. K. (2018). ‘Learning theory’, the encyclopedia of informal education. Retrieved from http://infed.org/mobi/learning-theory-models-product-and-process/
Survey of key ideas behind learning theories and philosophies. Lots of historical background and references to primary source material.
Weimer, M. (2013, November 13). Two Activities that Influence the Climate for Learning. Retrieved from https://www.facultyfocus.com/articles/teaching-professor-blog/two-activities-that-influence-the-climate-for-learning/
Discussion of activities designed to engage learners in identifying their own beliefs on learning. The activities are way to establish perspective early on in the course.
Weimer, M. (2014, March 26). What's Your Learning Philosophy? Retrieved from https://www.facultyfocus.com/articles/teaching-professor-blog/whats-learning-philosophy/
Establishing a learning philosophy and the differences between it and learning styles. Guidelines on questions to ask and topics to consider when writing your own learning philosophy.
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