BENCHMARK PERSONAL PHILOSPHY

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Grand Canyon University *

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Philosophy

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Dec 6, 2023

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Personal Philosophy and Theory of Teaching and Learning Brittanie Waldrop College of Doctoral Studies, Grand Canyon University TLC-802: Learning Theories Dr. Betsy Diegel November 11, 2023 1

Personal Philosophy and Theory of Teaching and Learning This paper is a testament and explanation of my personal teaching philosophy as it correlates to collaboration and leadership. It also divulges applicable learning theories in the field of education and declares my preferred learning theory. Content knowledge is only a simple aspect of the student learning experience, but my educational philosophy is coined from the idea that learning is a lifelong process that goes far beyond the classroom setting. I strive for my students to be lifelong learners that make connections between the curriculum and the outside world. This will allow them to explore various unforeseen avenues, giving them a safe space to develop their character and professional attributes. Learning Theories People learn in many ways and learning theories describe how individuals obtain, process, and save knowledge during the learning process (Arghode, et al., 2017). There are several influences that significantly impact how worldview is acquired and changed throughout time including past experiences, cognitive and emotional stimuli, and environmental factors (Arghode, et al., 2017). However, there are five key learning theories that help educators improve their classroom learning environments: cognitive learning theory, constructivism, behaviorism, humanism, and connectivism (Arghode, et al., 2017). The cognitive learning theory asks learners to examine how thinking is affected by internal and external factors (Williams, 2017). Constructivism allows learners to develop their own knowledge based off personal experiences and preexisting knowledge ( Cetin-Dindar, 2016). Behaviorism focuses on how students learn through their environment (Guercio, 2020). Humanism helps learners reach self- actualization, which is difficult for anyone to achieve, but well worth the effort (Arghode, et al., 2017). Connectivism centers on relating various strands of information together to generate an 2

opinion. It is adaptable to the changing environment and technological shifts affecting teaching and learning (Sharkins, et al., 2017). The past few years have brought about a plethora of opportunities and challenges that have forced the hand of educational reform (Vale, et al., 2021). Teachers must be able to recall, retain, and educate in a way that reaches every student’s needs—this can be done via cognitive and constructivism learning theories. The cognitive learning theory allows students to use their brains more effectively by requiring them to make use of metacognition skills to gain knowledge and understanding. This theory is applicable in the classroom because it alters the mindset of learning from a product to a process (Williams, 2017). Constructivism forces learners to self- generate knowledge based off experiences rather than just recite back information which is relevant to the classroom environment because it offers students the chance to reflect upon their experiences and develop their understanding over time (Cetin-Dindar, 2016). The Principles of Collaboration in Education Today’s society is in desperate need of collaborative educational practices. Schools are striving to be successful in a fast-paced, globally connected environment that is technologically advanced (Arghode, et al., 2017). Collaboration allows individuals to share what they know and work efficiently (Arghode, et al., 2017). Everyone has a strength that can be used to improve the workplace. Furthermore, collaboration increases positive relationships which leads to increased performance and productivity (Coban & Atasoy, 2020). Working together requires people to strive for a common goal and develop a plan to meet that goal (Coban & Atasoy, 2020). Through collaboration and goal orientation, people can maximize their efforts to include everyone’s strengths. Teamwork means building a foundation of trust and respect that values everyone involved (Virtue, 2021). 3

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Teacher Collaboration In education, collaborative exchanges amongst everyone—from students to surrounding communities—help enhance student learning (Coban & Atasoy, 2020). Teachers collaborate in a variety of ways when interacting with colleagues during brainstorming sessions (Virtue, 2021) and those who strategize together on instructional practices and student data can raise the intensity of academic rigor, so students are able to exceed the essential standards (Coban & Atasoy, 2020). Collaboration also helps strengthen relationships among educators as they begin to feel like a part of the professional community (Virtue, 2021). Teacher alliances lessen the feelings of professional isolation and defeat which increase staff morale and occupational satisfaction (Virtue, 2021). When teachers brainstorm together, learning becomes more accessible and efficient for young scholars (Coban & Atasoy, 2020). Collaboration should build interpersonal connections and slowly develop over time until teachers reach a point that allows them to comfortably offer and receive help while remaining accountable (Virtue, 2021). Student Collaboration Collaborative interactions between students improve learning by allowing individuals of all kinds to work together to solve dilemmas and discuss concerns (Hsieh, et al., 2021). All people have different experiences, passions, strengths, and weaknesses so students who participate in collaborative learning are exposed to diverse perspectives and various cultural differences (Warsah, et al., 2021). This, in turn, has an optimistic impact on a young scholar’s cognitive development which encourages them to detect factors that contribute to a specific problem and analyze the data to make pertinent decisions (Warsah, et al., 2021). Group discussions help drive students' cognitive interactions and aid them in debating topics based on literature (Hsieh, et al., 2021). They also help strengthen a student’s vocabulary 4

so he or she can articulate their perspectives of the outside world (Hsieh, et al., 2021). Collaborative learning methodology is the best model for students who struggle with social interactions because it teaches them to build trust and establish respect with others. As students work together, they receive continuous support and eventually gain self-confidence. Collaboration and Leadership Today’s society is greatly influenced by social, political, and technological factors. The global network allows information to travel in all directions simultaneously which helped to develop the 4 C's which include communication, critical thinking, collaboration, and creativity (Schilder, et al., 2019). The most effective and productive environments balance purpose and collaboration, providing learners with opportunities to work on individual tasks as well as with others on brainstorming activities that allow them to share knowledge and maximize strengths (Coban & Atasoy, 2020). Teachers should also educate students on the importance of collaboration and provide meaningful, realistic, and achievable feedback on the development of these skills for academic and professional success (Schilder, et al., 2019). Leaders in education must count on the intelligence and resourcefulness of their staff because effective collaboration occurs in a setting where leaders are supportive of open dialogue and ask for help when needed (Coban &Atasoy, 2020). Leaders can bring diverse educators together to collaborate via staff meetings, teams, grade level meetings, etc. (Bellibas, et al., 2020). Followers also play a focal role in collaboration because they are confident in their leaders and have accepted accountability, question authority, and be active in reform, the organization, the community (Bellibas, et al., 2020). Collaborative interactions between all staff members help initiate an effective way to increase professional capacity by offering continuous support and guidance for educators (Coban & Atasoy, 2020). Leadership that is centered around cultivating teachers, parents, and 5

community members will aid people in sharing responsibility and increasing school performance and functionality (Bellibas, et al., 2020). My Personal Philosophy of Teaching and Learning As a teacher, mentor, and coach, I hope to benefit the whole person rather than just the professional being. I strive to aid students and teachers in developing independence as well as self-motivation by encouraging alliances, personal reflection, and lifelong learning. Teachers, mentors, and coaches play a big role in shaping student personalities because they arrive at school with unique experiences, interests, and needs. New teachers enter their careers with differing degrees of skill so by understanding that each learner has different strengths and weaknesses, it is the teachers and mentors can facilitate learners in academic, social, and professional knowledge, skills, and critical thinking via innovative strategies and learning theories. I feel student-centered instruction that is rooted in meaningful and purposeful activities fabricated to boost the student’s quality of learning because it embraces exploration, discovery, and experimental learning which accounts for some of the best student outcomes (Bellibas, et al., 2020). I urge students to be innovative and to think critically while contemplating various perspectives. I believe failure should be celebrated as well as success because that’s how everyone learns. I strive to ensure that my students have the skills to identify, analyze, and reflect upon their mistakes so they can make informed decisions in the future for themselves. The Rationale of Learning Theory My philosophy of education is comprised of components from cognitive learning theory and constructivism. The cognitive learning theory helps increase a student’s brain function and allows for new information to connect with previous knowledge which deepens memory and retention. The traditional method of education centers around simply memorizing facts and 6

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obtaining knowledge through direct instruction (Vale, et al., 2021). It also is teacher-centered and not sustainable when given the harsh challenges of today’s society (Vale, et al., 2021). Cognitive learning progresses students' internal processes which result in students taking a hands-on approach to their education (Williams, 2017). The cognitive learning theory improves lifelong learning by helping students develop a love for education outside the classroom. Students can build upon existing knowledge by applying new concepts to practical, real-life scenarios (Williams, 2017). Constructivism pairs well with cognitive learning theory because it nurtures critical thinking and establishes active, determined students (Cetin-Dindar, 2016). Constructivist learning is a student-centered method that focuses on building new concepts through experiences, reflections, teamwork, and investigation (Cetin-Dindar, 2016). Implementing this theory in the classroom shapes learners who are independent and inquisitive (Cetin-Dindar, 2016). Constructivism requires a tremendous amount of collaboration between students because one person’s experiences is not enough to fully understand an academic or social topic (Hsieh, et al., 2021). Students need to engage in teamwork if they are to learn from their peers and regularly reflect on the learning process together (Hsieh, et al., 2021). Conclusion Today’s educational needs are forcing the system to reform. Advanced technologies are used daily in classrooms worldwide and society must adjust key theories of education to meet the needs of the newly diverse set of students. Several personal decisions require critical thinking which means the cognitive learning theory and a constructivist approach to teaching and learning will be most beneficial to students if they wish to succeed independently after high school. My philosophy of education stresses the significance of establishing a safe, productive, reflective, and collaborative classroom that breeds a love for lifelong learning in students. Effective 7

application of cognitive learning theory and constructivism along with proper leadership and guidance will help prepare students for everyday life as an adult. 8

References Arghode, V., Brieger, E., & McLean, G. (2017). Adult learning theories: Implications for online instruction . European Journal of Training and Development, 41 (7), 594-600. Bellibaş, M. Ş., Gümüş, S., & Liu, Y. (2020). Does school leadership matter for a teacher’s classroom practice? The influence of instructional leadership and distributed leadership on instructional quality. School Effectiveness and School Improvement, 3 (10), 100-120. Cetin-Dindar, A. (2016). Student motivation in the constructivist learning environment. Eurasia Journal of Mathematics, Science & Technology Education, 12 (2), 1-20. Coban, Ö., & Atasoy, R. (2020). Relationship between distributed leadership, teacher collaboration and organizational innovativeness. International Journal of Evaluation and Research Education, 9 (4), 903-911. Guercio, J. (2020). The importance of a deeper knowledge of the history of theoretical foundations of behaviorism and behavior therapy . Behavior Analysis: Research and Practice, 20 (3), 174-195. Hsieh, M., Lin, T-J., Sallade, R., Ha, S., Kraatz, E., & Shin, S. (2021). A collaborative small- group discussion approach to improving fifth graders' use of academic, relational, social, and emotional vocabulary. International Journal of Educational Research , 106-120. Sharkins, K., Newton, A., Causey, C., & Ernest, J. (2017). Flipping theory: Ways in which children's experiences in the 21st century classroom can provide insight into the theories of Piaget and Vygotsky. International Journal of Early Childhood Education Care, 6, 11- 18. Schilder, D., Curenton, S. M., & Broadstone, M. (2019). Introduction to the special issue on early care and education collaboration. Early Education and Development, 30 (8), 971 9

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974. Vale, A., Coimbra, N., Martins, A., & Oliveira, J. (2021). Education and innovation: Impacts during a global pandemic in a higher education institution’s Web of Conferences, 92 (01053), 2-12. Warsah, I., Morganna, R., Uyun, M., Hamengkubuwono, H., & Afandi, M. (2021). The impact of collaborative learning on learners' critical thinking skills. International Journal of Instruction, 14 (2), 443-460. Williams, M. (2017). John Dewey in the 21st century. Journal of Inquiry & Action in Education, 9 (1), 91-95. Virtue, D. (2021). Simulation collaboration in a blended course for preservice middle grades teachers: Attending to team, task, and time. Current Issues in Middle Level Education, 25 (2), 19-27. 10

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