Angélica Padrón
Learning Philosophy
A learning philosophy, a crucial system of ideas, shapes how individuals learn and the most effective methods for delivering instruction. It encompasses concepts about the nature of learning, the role of the instructor, the student's function, and the settings and techniques that foster learning
Teachers are SUPERHEROES
Back in Mexico, I remember wanting to become a teacher as a child. I used to play with my brother and cousins at “la escuelita” (school), where I was the teacher, and they were the students. I remember having so much fun. I used to “grade” pretend assignments just like my teacher did. I loved seeing the red marker on the paper with the number 10, the highest grade a student could obtain.
Reflecting on those experiences, and thanks to the best teacher in the world, I was inspired to become a teacher when I grew up. My “Maestra,” as we used to call her, encouraged me to pursue this noble career. She created a welcoming and inclusive classroom where I felt heard and respected, which gave me confidence and willingness to take chances. My maestra used to stress the value of having compassion, empathy, and regard for others. I think teachers are superheroes because they can positively impact students' lives.
In his article “It is about Learning,” Dr. Harapnuik wrote the following quote: “ Learning is an active and dynamic process in which learners construct new ideas or concepts based upon their current/past knowledge. The making of meaningful connections is key to learning and knowing. (Harapnuik 2021)
This idea is well-founded because by making learning active and dynamic, teachers create environments that allow students to participate actively in their educational journey rather than passively consume information, leading to a more effective and enriching learning experience.
Education should be student-centered because this approach aligns teaching methods and learning environments with students' needs, interests, and learning styles, leading to more effective and meaningful learning experiences.
My main objective is to support and improve my students' learning, encouraging academic success and personal growth. This entails fostering a welcoming and inclusive environment where the students feel comfortable and inspired. I want them to think critically so they may develop the analytical and problem-solving skills necessary to succeed. At the same time, I would like to foster a lifetime love of learning and equip them for the possibilities and challenges ahead.
One of my educational philosophies is creating a safe learning environment for instructors and students. I invite you to review my work, "New Learning Culture," in which I discuss the value of learning settings and how they help students meet their learning goals.
I also invite you to read my work Call to Action, which discusses the importance of Professional Learning for teachers. It is necessary to equip teachers with the tools, knowledge, and essential skills to create a more effective and enriching educational experience for their students.An additional aspect of my philosophy is that education should be student-centered. This makes learning more relevant, engaging, and effective by aligning with students' individual needs and encouraging them to take an active role in their educational journey. Students find learning more meaningful when they are active participants in their learning.
An additional aspect of my philosophy is that education should be student-centered. This makes learning more relevant, engaging, and effective by aligning with students' individual needs and encouraging them to take an active role in their educational journey. Students find learning more meaningful when they are active participants in their learning.
Student-centered learning
Relationship between Teaching and Learning
I am interested in Maria Montessori's work and learned more about her theories a while ago. Her book The Absorbent Mind describes how creating a suitable learning environment can significantly impact a child's education. Children naturally acquire knowledge independently, and learning involves more than just hearing words—it also involves interacting with their surroundings ( Montessori, 2018).
Following the Montessori approach, we should work as facilitators rather than traditional lecturers. We must observe students closely in the classroom to understand their interests and developmental needs and provide support and resources as needed. We should encourage exploration and inquiry rather than direct instruction.
Teaching and learning are interdependent processes; one can not exist without the other. Effective teaching supports and enhances the learning experience while learning outcomes provide feedback to refine and improve teaching practices. This relationship is essential for creating an effective and responsive educational environment
My beliefs and my innovation plan
My beliefs and innovation plan are deeply interconnected. My educational philosophy and personal convictions shape the direction and goals of my innovation efforts, and my beliefs act as guiding principles for my innovation plan. My primary goal is to use the blended learning approach to improve students’ academic engagement and ownership and enhance critical thinking skills in Science in Kindergarten.
Implementing technology into the classroom can address the needs of students in the twenty-first century. The modern student demands a technologically immersive education, and we must maximize this in the school to foster meaningful learning.
Please visit my Innovation Plan for further information.
My convictions and constructivist philosophy
In my experience as a teacher of Kindergarten students, constructivism theory is consistent with my approach to instruction. Constructivism is based on the idea that people actively construct or create their knowledge and that reality is determined by their experiences as learners. Learners use their previous knowledge as a foundation and build on it with new things they learn. So, everyone's individual experiences make their learning unique.
What is stated above aligns perfectly with my teaching philosophy, highlighting the importance of placing the learner at the center of the learning process. Even though my students are very young, they come with information and knowledge acquired from home; my job as a teacher is to activate this prior knowledge and help make learning more relevant and engaging, supporting understanding and retention, building confidence, and encouraging active participation. Linking new information to my students' knowledge creates a more dynamic and effective learning environment.
"Tools of the Mind: The Vygotskian Approach to Early Childhood Education" by Elena Bodrova and Deborah Leong is a comprehensive guide to implementing Vygotskian principles in early childhood education. It focuses on the Zone of Proximal Development (ZPD), which refers to the difference between what a student can accomplish alone and what they can accomplish with assistance or teamwork. It symbolizes the possibility of cognitive growth given the right kind of assistance. Role-play, self-regulation, and social interaction in learning. It provides educators with strategies to create a supportive and effective learning environment that fosters cognitive and social development. The text covers the development of children's minds and the acquisition of tools and language as a general instrument for behavior development. It also explores the ideas of metacognition and the development of high and low mental processes in children.
I identify with Vygotsky’s constructivism theory because it aligns with my beliefs about active, student-centered learning, promoting critical thinking, collaboration, and personalized education. At the same time, its emphasis on meaningful, engaged learning resonates with my idea to create dynamic and responsive learning environments where my students can thrive.
In his article Embracing the Learning Theory: Constructivism, Paul Main describes the qualities of a Constructivist Classroom:
Knowledge is constructed upon pre-existing knowledge.
Everything we learn provides us with a better knowledge of other things in the future.
Learning is not passive; it is an active process in which one needs to engage in activities, reading, and discussions. The learner takes an active role.
Teachers use social interactions to help students learn and maintain their knowledge.
Knowledge is contextual; individuals learn from things they already know and believe from their surroundings.
Knowledge is a personal phenomenon because each person has a different experience and prior knowledge to share.
Mental experiences are essentially needed to retain knowledge
Motivation is crucial for learning because it allows students to use their preexisting knowledge to connect to new knowledge.
Annotated Bibliography
I invite you to review my Annotated Bibliography and learn more about the authors who influenced me in creating my learning philosophy.
References:
Dweck, C. S. (2006). Mindset: The new psychology of success (p. 186). Ballantine Books
Harapnuik, D., Thibodeaux, T., & Cummings, C. (2018). COVA. https://gallery.mailchimp.com/1bdbac4d4fbdff334a642eb11/files/8b18ae2a-8696-4d58-9b80-192f4cc6624c/COVA_eBook_Jan_2018.02.pdf
Harapunk, D. (2021). Learning philosophy. Harapnuik.org. https://www.harapnuik.org/?page_id=95
Main, P (2021, August 16). Embracing the Learning Theory: Constructivism. Retrieved from https://www.structural-learning.com/post/embracing-the-learning-theory-constructivism
Montessori, M. (1973). The Absorbent Mind. Translated From the Italian by Claude A. Claremont. New York, Holt, Rinehart And Winston.
Western Governors University (2020) What Is Constructivism?https://www.wgu.edu/blog/what-constructivism2005.html