My learning philosophy centers on the belief that learning is a dynamic, ongoing process. It’s not just about absorbing information, but actively engaging with content in ways that are meaningful and relevant. Learning should inspire curiosity, develop critical thinking, and provide tools for solving real-world problems. As an educator, my role is to create environments where students can explore, reflect, and discover their own understanding.
My philosophy has evolved significantly since my time as a library aide. In that role, I focused heavily on integrating technology, specifically iPads and QR codes, to make learning interactive and engaging. I worked to create a space where students could explore content in new, dynamic ways. At the time, my approach was primarily centered around supporting students in accessing resources and encouraging independent learning through technology. While my philosophy was rooted in Constructivist principles, my focus was more on providing access and facilitating self-directed exploration.
Transitioning into my current role as a 7th-grade Art and 8th-grade PALS teacher has allowed me to refine and expand my philosophy. Now, I aim to create learning environments that not only engage students with content but also foster creativity, critical thinking, and collaboration. I use the same technology tools I introduced in the library to further personalize learning experiences, but my approach now includes fostering a deeper connection between students and the content they explore. I strive to create opportunities for students to not only access information but to actively apply and reflect on it in meaningful ways.
This shift in my learning philosophy aligns with Piaget’s Constructivist theory, where learners actively construct knowledge through hands-on experiences and reflection. By creating significant learning environments (SLEs), I empower students to connect their learning to real-life experiences and future aspirations. The COVA framework (Choice, Ownership, Voice, and Authenticity) has become central to my teaching, encouraging students to take ownership of their learning and develop a growth mindset.
As I continue to grow as an educator, my goal is to help students engage deeply with content, think critically, and apply their knowledge in real-world contexts. The integration of technology remains a crucial aspect of my approach, supporting personalized learning experiences and helping students become self-directed learners.
In summary, my learning philosophy has evolved from a focus on access and independent exploration to a more holistic approach, emphasizing creativity, critical thinking, and student ownership of learning. My philosophy now incorporates the principles of Constructivism and the COVA framework to create dynamic, interactive learning environments. By fostering autonomy, reflection, and active engagement, I aim to inspire students to become lifelong learners and thinkers.
Dweck, C. S. (2006). Mindset: The New Psychology of Success. Random House.
In her influential work, Carol Dweck introduces the concept of a “growth mindset,” which emphasizes that intelligence and abilities can be developed through hard work and dedication. This book has deeply influenced my learning philosophy, particularly in fostering resilience and adaptability among students. By integrating the growth mindset into my educational approach, I encourage students to see challenges as opportunities for growth rather than obstacles. Dweck’s theory supports the idea that learning is a continuous, dynamic process that evolves with effort and reflection, aligning with my goal of helping students become self-directed learners.
Fink, L. D. (2013). Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses. Jossey-Bass.
Fink’s work on Significant Learning Environments (SLEs) has been foundational in shaping my teaching and learning philosophy. His emphasis on creating learning experiences that foster lasting change in students beyond memorization and surface learning aligns with my belief in meaningful, active engagement. Fink’s SLE framework encourages educators to design courses and environments where students can apply knowledge in real-world contexts, which directly influences how I plan to structure my classroom and library activities. It highlights the need for deep, lasting learning that encourages critical thinking and problem-solving.
Harapnuik, D., & Thibodeaux, T. (2016). The COVA Approach: Choice, Ownership, Voice, and Authentic Learning. Authentic Learning.
The COVA (Choice, Ownership, Voice, and Authentic Learning) framework, as outlined by Harapnuik and Thibodeaux, has played a critical role in shaping my approach to education. The focus on providing students with opportunities to make meaningful choices, take ownership of their learning, and have a voice in how they engage with content aligns with my own philosophy of creating student-centered learning environments. By using interactive methods and personalized learning strategies, I aim to empower students to take control of their educational journey. This resource has also influenced how I incorporate technology in the library to facilitate student engagement and exploration.
Piaget, J. (1970). The Science of Education and the Psychology of the Child. Orion Press.
Jean Piaget’s Constructivist theory argues that learners actively construct their understanding of the world through interaction and reflection. This theory underpins much of my learning philosophy, especially my belief in hands-on, experiential learning. Piaget’s work has influenced my approach to designing classroom environments where students can build their knowledge by engaging with content in meaningful ways. I plan to carry forward this constructivist approach by creating interactive and exploratory learning spaces that allow students to develop critical thinking skills through experience and personal reflection.
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
Lev Vygotsky’s social constructivism, particularly his concept of the “zone of proximal development,” has greatly influenced my understanding of the social aspects of learning. Vygotsky emphasizes the role of collaboration and scaffolding in helping students move beyond their current abilities, which aligns with my focus on creating supportive learning environments. I strive to provide students with the right balance of challenge and support, encouraging peer collaboration and interaction to foster deeper understanding. Vygotsky’s ideas support my goal of creating a learning environment where students learn not only from their own experiences but also through social engagement and collaboration.
Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (2000). How People Learn: Brain, Mind, Experience, and School. National Academy Press.
This book provides a comprehensive overview of how students learn, integrating research from cognitive psychology, neuroscience, and education. It has influenced my understanding of how students acquire, process, and apply new information. The insights from this text support my belief in creating student-centered learning environments that engage students in active problem-solving and critical thinking.
Darling-Hammond, L. (2008). The Right to Learn: A Blueprint for Creating Schools That Work. Jossey-Bass.
Linda Darling-Hammond’s work has contributed to my learning philosophy by reinforcing the idea that equitable access to quality education is fundamental. Her advocacy for inclusive and supportive learning environments resonates with my commitment to providing emergent bilingual students with the tools they need to succeed. This resource has informed my approach to designing instructional strategies that meet the diverse needs of my students.