Teaching and Learning Philosophy
Having the opportunity to establish relationships with children and assist them in reaching their personal and educational goals is a major responsibility that is to be approached from an evidence-based perspective. On the one hand, the need to follow the curriculum and approach the academic objectives with precautious is fundamental. On the other hand, I have the understanding that students differ in regard to their abilities, preferences, and needs. Thus, one of the most important aspects of my personal teaching and learning philosophy is having a student-centered overview of how to assist each individual based on their personal characteristics. Moreover, I aim to focus on evidence-based techniques, such as considering Kolb’s learning process framework to maximize learning through direct, reflective, abstract, and experimental concepts. Last but not learn, my teaching method is based on the idea of self-directed learning in which the students understand themselves and their abilities, which contributes to their personal development in a particular subject.
Student-Centered Approach
Implementing a student-centered approach is detrimental when it comes to meeting the needs and expectations of each individual. It is essential to consider that everyone contrasts in regard to their background, family situation, abilities, and preferences. For example, understanding that students differ based on their learning styles allows educators to focus on the techniques that can minimize non-adherence to the school program and a lack of understanding. Researchers highlight that the majority of preschoolers are visual and auditory learners, while kinetic learners are less numerous (Lersilp et al., 2021). The measurement that can be applied is information retention. Thus, the variable can be assessed both through authentic and formal assessments via tests and informal ones through observation.
Theory of Learning
The evidence-based theory of learning that has been selected is Kolb’s learning cycle. The framework implies the presence of several elements, namely, concrete experience, reflecting observation, abstract conceptualization, and active experimentation (Wijnen-Meijer et al., 2022). In this case, the role of the teacher is to encourage the aforementioned phases and generate opportunities in which the student is able to exercise such behavior. The student, on the other hand, is responsible for reflecting upon the material and practically implementing it. In this case, the teacher has the role of encouraging self-learning while the student puts effort into understanding and using the learned information in real life. Evaluations, similar to the previously mentioned assessments, can be informal through observations and formal through testing. Nonetheless, teachers ought to assess how information is being retained to minimize gaps in knowledge and confront barriers children may encounter during learning.
Self-Directed Learning
Self-directed learning is the concept in which the student learns individually. Needless to say, teachers have a major impact on whether students are prone to learning from external sources or are not motivated to. Namely, educators can employ a strategy to generate an understanding that self-directed learning is, indeed, captivating and enjoyable. The measurement that can be applied is compliance with the objective of selecting and learning about a subject preferred by the students themselves. This will maximize self-awareness and understanding of one’s interests and abilities. Researchers highlight that the understanding of self is crucial to achieving high academic performance (Toti et al., 2020). Thus, the teaching philosophy is to facilitate student self-awareness in regard to subjects they enjoy, activities they are good at, and learning styles that work for them.
References
Lersilp, S., Putthinoi, S., & Chaimaha, N. (2021). Learning environments of preschool children who have different learning styles and sensory behaviors. Child Care in Practice, 1–20. Web.
Toti, Z., Surat, S., Amran, M. S., & Ramli, S. (2020). Self-identity and academic achievement among secondary school students in Malaysia. Creative Education, 11(10), 1906–1921. Web.
Wijnen-Meijer, M., Brandhuber, T., Schneider, A., & Berberat, P. O. (2022). Implementing Kolb´s experiential learning cycle by linking real experience, case-based discussion, and simulation. Journal of Medical Education and Curricular Development, 9, 238212052210915. Web.