Coralis Mollitor
Enriching Second Language Acquisition for Emergent Bilinguals
Applied Digital Learning 2024-25
Learning philosophy is the belief we have towards the role and purpose of learning. I believe that learning should be done by the students. We design and create an environment that empowers the acquisition of knowledge by the students.
Learning Philosophy
What is learning?
A quick search on Google, we find that Oxford defines learning as "the acquisition of knowledge or skills through experience, study, or being taught", wouldn't it be grand to define something extremely complex in such simple terms? In reality, learning is complex. If I were to simplify its value, I would agree with Oxford.
I believe that learning is unique. It is an experience between the content and the inquirer of knowledge. It is never the same, and it changes every time one encounters or revisits learning something. It is a moment that cannot be replicated; therefore, when it is about to end we have two options: expand it or mute it.
Learning is liberating, challenging, and an acceptance of self. It is realization. An awakening of thoughts and feelings that lies within. It can be devastating or empowering. It leaves you yearning or fulfilled.
Learning is an active and dynamic process which learners construct new ideas or concepts based upon their current/past knowledge. ~Harapnuik
You're a teacher, right? How do you learn?
Well, that is a loaded question. I haven't been openly accepting of my learning. Both my parents had challenging childhoods; their 'escape', and I use that word loosely, came through education. Growing up, school was number one priority and achievement through grades were the standard. My brother and I still joke about our mom's anagram representing letter grades. Unfortunately, the vocabulary is not appropriate to repeat. It is all in good fun, now. I always understood where my parents' feeling came from, yet it still shaped how I view my own academic and work progress. The word workaholic doesn't begin to describe me. Today, it is different. I have begun accepting and vocalizing my experiences.
I embrace learning regardless of the fear of failure, granted life hasn't been subtle with its teaching. As for my personal learning experience, I learn when I am in a comfort inducing place. I still take on challenges and risks, but having an environment that matches those stressors is crucial. For example, I learn and produce when I have music on. My brain cannot stop thinking and I am very gifted in multitasking; music calms my mind for it to concentrate on a greater content or experience. I learn when I can set my own pace. Again, my brain runs. If you talk to me, you will notice that I speak really fast. I am speed running the conversation in my mind and I have to get through my thoughts. I will ponder on a missed idea or thought for at least a week. My writing and conversations are tangled for the same reason. That's why I learn, that I need multiple stimuli, several small ones enough to regroup my mind and not lose focus from the main course.
Also, I need to share. It drives me crazy holding on to information! My poor mom has to listen to all my rambles, but she is my greatest support. I rely on her, more than she knows. I have been gaining more victims to hear me out, so that helps. I need to share because as soon as a question arises on what I was learning about, I am sent right back to further my learning experience. I also learn when I get to explore on my own, talk it out aloud, and only be facilitated when needed. If the facilitator doesn't know, the frustration rises and falls quickly because now the feeling of sharing takes over. I love instigating thoughts.
Long story short, my learning depends on my environment, possibility of collaboration, crumbling fear, and the expansion of a concept. Enjoyment at its purity.
But you must believe teaching and learning are the same?
Teaching is a whole different game! Teaching is an action not an experience. It is how you give information. It doesn't take in consideration what is done with the content. Anyone can teach, sorry to those who believe otherwise, that is something you can attain. Promoting learning, now that is having conviction- that is an educator.
Teaching is the delivery process. It can be a video, a book, a lecture, or even a chat with AI. It takes in the different learning styles; audio learners, visual learners, kinesthetic learners, and more. That doesn't mean it engages, provokes, or elevates individuals with the content.
The way teaching influences learning is by providing a stepping stone for the learner. It the spark. It is not always necessary. It tends to be present in a formal learning environment, but we learn all day without it,. I mean we are not taught everything.
Teaching philosophy is the idea of how information and content will be presented. A learning philosophy is thinking about how the information is going to transform and be used.
You align yourself with constructivism philosophy of learning.
Absolutely! It is the closest at the moment, we all must be open to change. When I researched constructivism, it is the one that matches the most. I resonate with this learning's view on the learning being unique. That every individual brings their own experiences, background, feelings, and beliefs to their learning. They are challenged or reinforced through research, questioning, and peer collaboration. I believe that we make learning relatable to ourselves.
There are some concerns with constructivism that I believe can be mended. Some people are concern that there is no structure, no pressure because of the absence of grades, and that learning is solely on the learners academic level. However, providing different structures and conditioning does not remove the self learning experience, therefore, rubrics as guides and expectations can enhance the learning experience. As for grades and standardized test results, when constructivism is implemented properly form the start, the results will still demonstrate growth without limiting the amount of learning being done. Especially, that skills obtained through constructivism will transfer to all situations. The final concern about learning at cognitive level hindering students in the long run, I would counter that higher academic cognitive level material, experiences, and tools should be readily accessible. The facilitation when asked or through collaboration, students will have a constant involvement with various cognitive level learning experiences.
The work provided by Jean Piaget, Lev Vygotsky, and John Dewey have helped craft the learning philosophy. Piaget is also known for the cognitive learning philosophy. Both philosophies overlap on foundation, but have different approach to what happens to the information. Vygotsky focused on the social component of constructivism, he believed culture has an impact on learning. As a bilingual teacher, I can confirm this. I always tell people that bilingual students love to talk, loudly. It is very much a cultural characteristic. It is wonderful because collaboration is always happening regardless of one's personal desire of it occurring or not. Dewey clarified the impact of real world learning and application supporting learners to progress at higher academic levels. He specifically researched the art of inquiry and how it influences the consumption of knowledge.
What derailed you from the other philosophies?
Starting with behaviorism. The idea that we can omit or suppress the influence of emotions, state of mind, beliefs and values, and desires is impossible in my mind. As a person, who constantly is driven by internal factors, I know that it affects my learning.
Behaviorism
I have seen where learning is stumped because people are not in a clear headspace. It influences how and what you receive. If you feel negatively about a topic, you are more often than not going to need more input and time to learn. Separating one's perspective or feelings is robotic. Another reason behaviorism doesn't sit well with me has to do with what we are expecting from learners. I see that the education system practices behaviorism and teaches it to teachers. The goal is to have every student pass the state standardized test. It is pushed through a reward system. Molding, scratch that, assembling uniform minded individuals. We are in the midst of a highly innovative era. Uniformity is a liability; we need change. We need individuals that question the ground we stand on to create solutions for problems that have plagued us for decades. Behaviorism is not working for the majority.
Cognitivism
We got a little warmer with cognitivism. The philosophy that observable learning is not the only learning that happens resonates with me. I agree that learning can happen consciously and subconsciously.
That is where the agreement ends. When I started teaching, this was the method I would teach. As I have acquired more schema, I realized that this philosophy is also limited. I have moved away from this philosophy because of two factors.
1. Schema is important but it is not the only way learners learn. Yes, schema is developed and can help with acquiring information, but I see it as a tool. The more you know the more you want to learn. The way this philosophy is described does not take in consideration that you can revisit a content after a time period and change or add to your learning experience. For example, the novel Don Quixote de la Mancha by Miguel Cervantes is a tale that when revisited throughout one's life causes readers to change their perspective of the hero. It is purposeful. The schema did not change, the learning became infected by life. Another reason I believe schema is losing its standing is because of technology. There is an unlimited supply of content that can be accessed at any time. The need to remember everything is not needed. Especially, in a constant changing world.
2. Being aware of metacognition has always left me unsettled. The idea that when we read we are aware of inferencing and synthesizing takes the joy out of reading. It makes it unapproachable. Do we become better readers when stop and force ourselves to make connections to the text? Or is it more enjoyable becoming part of the journey and unbeknownst you feel a connection with characters?
The rest of the learning philosophies that I read about were insufficient. They are best being a coalition rather than individual concepts.
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Online Collaborative Learning
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Social Learning
Others
What closing thoughts you wish to share?
No one philosophy is going to be a perfect fitting Cinderella glass shoe. A blend and sprinkle from all will help learners, because everyone learns differently. What works for me, will not work for you. Finding out what motivates one to learn is half the battle. Once you do, don't let anyone snuff your experience.
Regardless of the purpose for one's learning, the fact that we learn is beautiful.
Bibliography
Alvarez, Cynthia
Social Learning
Alvarez, C. (2020, May 15). A guide to social learning theory in education. Western Governors University. https://www.wgu.edu/blog/guide-social-learning-theory- education2005.html
The author describes what is social learning theory is and its four components. Then she dives into a brief history of the theory. The author explains the connection between social learning theory and social cognitive theory. This is followed by tips on how to implement the theory in the classroom.
Brau, B
Constructivism
Brau, B. Constructivism. EdTech. https://edtechbooks.org/studentguide/constructivism
The author starts with explaining constructivism and a brief history of the philosophy. It is followed by a review of Jean Piaget, Lev Vygotsky, and John Dewey's contribution to the theory. The author shift to detailing the components of the learning theory in practice. It talks about its nature, one''s role as instructor, examples in education, criticism and limitations.
Michael Feder
Cognitivism
Feder, M. (2022, July 12). What is the cognitivism learning theory?. University of Phoenix. https://www.phoenix.edu/blog/what-is-cognitive-learning-theory.html
The author begins by explaining the benefits of cognitivism and how it can be used by both educators and non-educators. The next portion of the text briefly covers what is cognitivism and how it emerged from a need to shift from behaviorism. The author continues by contrasting cognitivism with its close counterpart constructivism. The author continues by explaining the concept of schema and its role in learning concepts. This is closely followed by the breakdown of a four step process that forms schema. To conclude the text, the author explains how cognitivism is used in classroom and at the University of Phoenix.
Graham, George
Behaviorism
Graham, George. (2023). Behaviorism. Stanford Encyclopedia of Philosophy. https://plato.stanford.edu/entries/behaviorism/
The author wrote this text to inform the audience of the intricate philosophy of behaviorism. The author notes that there are three types of behaviorism: methodological, the omission of desires, beliefs and mental state; analytical, the idea that behavior is predictable; and psychological, the use of a reward system to promote a specific behavior. The author includes a history of behaviorism and its rise to popularity. The author dives into the work of B. F. Skinner and his impact on behaviorism. Finally, the author concludes with positive and negative reasons of behaviorism.
Harapnuik, Dwayne
Learning Philosophy
Harapnuik, D. (2021). Learning philosophy. It's About Learning. https://www.harapnuik.org/?page_id=95
The author explains what is a learning philosophy. He differentiates between learning philosophies and teaching philosophies. He concludes with the fundamentals for learning and were it is heading.
Constructivism
WGU. (2020, May 27). What is constructivism?. Western Governors University. https://www.wgu.edu/blog/what-constructivism2005.html
This article starts with an explanation of constructivism learning theory. It quickly moves into detailing the principles of the theory. Then it is followed by describing the three types of constructivism. Then is explains how it works in education. Culminating with its disadvantages.
Zhang, Yue
Online Collaborative Learning
Zhang, Y. Online collaborative learning theory. Washington State University. https://opentext.wsu.edu/theoreticalmodelsforteachingandresearch/chapter/online- collaborative-learning-theory/
The author describes online collaborative learning and its fundamental key characteristic of collaboration to learn. The author highlights two positive outcomes from the studies on OCL; which are achievement increase and a reduction of technology anxiety. To conclude the information presented, the author explains the model in more detail and how it can be used.