My Educational Philosophy
Before we consider how learning itself takes place, I feel it is important to consider the potential obstructions to learning, as they will limit the potential for meaningful learning to occur. Through my teaching experience, I have observed a large number of teenagers who have had insecurities within the classroom. Fear of failure or embarrassment had the potential to distract them from their learning tasks and hinder their success. I believe that first and foremost, we as educators must create an accepting and respectful culture in the classroom before we can expect learning to take place. Students must feel safe to take risks, to ask questions and discuss concepts in order to fully connect to the material that they are studying.
Once a supportive classroom climate has been established, the next step in creating a productive learning environment is to assess student motivation for learning. This can be mediate both by the perceived potential for success and the assumed relevance of the topic. Social Cognition theorists have taught us that students self-efficacy beliefs influence achievement behaviors such as choice of task, persistence, effort expenditure and skill acquisition (Schunk, 2004). Because beliefs concerning one’s capabilities directly impact the learning process, it is important that students are provided with activities that are within their zone of proximal development, and with the appropriate level of support.
Similarly, students must be able to see the relevance in what they are learning. Activities must help students connect material to real world applications, in order to avoid rote memorization that will be forgotten after the test. We as teachers must provide our students with as many authentic learning activities as possible, given the financial and time restraints placed upon us. Where possible, learning should be hands-on and situated in context. Students will understand more deeply if they are using their senses and working directly with the natural phenomena they are studying (Haury, 1993). Providing students with real world problems will equip them with the critical thinking and problem solving skills that they will require to deal with the problems that exist today in addition to the ones that we can not yet foresee.
Influential Readings
Driscoll. M.P. (2005). Psychology of Learning for Instruction (pp. 153-182; Ch. 5 – Situated Cognition). Toronto, ON: Pearson
Haury, D.L. (1993). Teaching Science Through Inquiry, Eric Clearinghouse for Science Mathematics and Environmental Education
Miller, P. H. (2002). Theories of Developmental Psychology, 4th Ed. (pp. 367-396; Vygotsky’s Socio-Cultural Approach). New York: Worth.
Schunk, D. H. (2004). Learning Theories: An Educational Perspective, pp. 83-136 (may stop at 110) (ch. 3). Upper Saddle River, NJ: Pearson
Standridge, M.. (2002). Behaviorism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Available online: http://www.coe.uga.edu/epltt/Behaviorism.htm
Once a supportive classroom climate has been established, the next step in creating a productive learning environment is to assess student motivation for learning. This can be mediate both by the perceived potential for success and the assumed relevance of the topic. Social Cognition theorists have taught us that students self-efficacy beliefs influence achievement behaviors such as choice of task, persistence, effort expenditure and skill acquisition (Schunk, 2004). Because beliefs concerning one’s capabilities directly impact the learning process, it is important that students are provided with activities that are within their zone of proximal development, and with the appropriate level of support.
Similarly, students must be able to see the relevance in what they are learning. Activities must help students connect material to real world applications, in order to avoid rote memorization that will be forgotten after the test. We as teachers must provide our students with as many authentic learning activities as possible, given the financial and time restraints placed upon us. Where possible, learning should be hands-on and situated in context. Students will understand more deeply if they are using their senses and working directly with the natural phenomena they are studying (Haury, 1993). Providing students with real world problems will equip them with the critical thinking and problem solving skills that they will require to deal with the problems that exist today in addition to the ones that we can not yet foresee.
Influential Readings
Driscoll. M.P. (2005). Psychology of Learning for Instruction (pp. 153-182; Ch. 5 – Situated Cognition). Toronto, ON: Pearson
Haury, D.L. (1993). Teaching Science Through Inquiry, Eric Clearinghouse for Science Mathematics and Environmental Education
Miller, P. H. (2002). Theories of Developmental Psychology, 4th Ed. (pp. 367-396; Vygotsky’s Socio-Cultural Approach). New York: Worth.
Schunk, D. H. (2004). Learning Theories: An Educational Perspective, pp. 83-136 (may stop at 110) (ch. 3). Upper Saddle River, NJ: Pearson
Standridge, M.. (2002). Behaviorism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Available online: http://www.coe.uga.edu/epltt/Behaviorism.htm
