Philosophy of Learning

A position on educational philosophy needs to be based on the principles using Dewey’s ideas of experience. Selection of educational materials and development of goals and objectives should account for the needs and capacities of individuals with respect to where they are in their growth and development. In addition to providing learner differentiation of learning experiences, the educator must create an environment, which provides for integration of learning concepts and themes. Subject matter must not be learned in isolation; rather related to and connected with the educational-scheme and context. Mortimer Adler stresses the importance of interconnectedness and interdependence in course instruction.

The educator must also create a learning experience and environment in which problems are posed which stimulate and create new ways of observation, thinking, and judgment. Use of Joyce and Showers information processing and models of teaching using inductive and concept attainment strategies can develop these thinking processes, and promote long-term retention of information based on the learner’s previous educational experiences. Other teaching methodologies, which support and enhance problem solving and thinking skills in a course design, would include use of cooperative learning techniques, experimentation activities, collaborative projects, computer technology and open-ended writing experiences. I have attempted to create in my classroom a student centered learning environment based on Dewey’s and Adler’ philosophy of education, using interconnections of content themes appropriate for student’s developmental level which promote problem solving experiences.

Author’s Goals

A curriculum at the elementary and middle school level for teaching statistical data analysis and computer science programming is imperative in the 21^st century based on societies developing technology and communication. The study of data analysis provides students the tools and ideas in order to make decisions and react intelligently to quantitative information in the world around them. The role of computer programming has been frequently cited by researchers for its impact on developing problem-solving skills and computational thinking to lead students to becoming world-class software engineers and technology entrepreneurs. Given these critical topics of study an inquiry-based curriculum must meet the needs of all learners, including gifted students, providing differentiated instruction with authentic data and programming tools used in the learning process. The Survey Toolkit curriculum (published at Key Curriculum Press transferred to McGraw-Hill) has been successfully implemented with the author’s students in developing survey projects using data analysis integrated across the curriculum. Exploring Computer Science with Microworlds EX and Exploring Computer Science with Lynx (published at Logo Computer Systems Inc.) provides a systematic methodology in learning Logo programming language for student development of geometry-based computer graphics, animation, and gaming projects.

Staff Development, Coaching Support and Outreach

To promote the author’s philosophy of education and curriculum goals it is critical that a survey and computer-programming curriculum be provided to teachers both in the field and through university coursework. To most effectively implement the curriculum teachers need to be provided support in the classroom on differentiated project-based teaching strategies. Curriculum support in the classroom needs to include trainer modeling and joint teaching collaborative coaching.

The Tanzania education project has provided education outreach to teachers for supporting their learning and development of inquiry based teaching strategies, including integration of technology. An important goal of the author is to continue service with Tanzania teachers and other domestic and international educators to promote project based student learning. Another goal is to provide inservice training to teachers in the use of Logo coding through international workshops and conferences.

References

Adler, Mortimer J. (1984) The Paideia Program an Educational Syllabus. London: Collier Macmillan Publishers.

Dewey, John. (1963). Experience and Education. New York: Macmillan Publishers.

Joyce, B. and Showers, B. (1991). Information Processing Models of Teaching. Aptos, California: Booksend Laboratories.