PHILOSOPHY OF EDUCATION

Philosophy of Education Glenda M. Dyck Vancouver Island University OLTD 503

1. definition from http://www.merriam-webster.com/dictionary/learning

PHILOSOPHY OF EDUCATION

Philosophy of Education Introduction Equality of Opportunity, the foundation of the education system in this province (Cuthebertson, n.d) provides the backbone of my philosophy. However, my philosophy takes that idea one step further; I believe that all students should have an equal opportunity to succeed in their learning not just an equal opportunity to receive an education. What is Learning? Learning, defined by Merriam-Webster1 is: the activity or process of gaining knowledge or skill by studying, practicing, being taught, or experiencing something. I find myself gravitating toward the latter part of the definition - experiencing something and think back to the moments in my education, and life for that matter, that stand out the most. It is the moments in which I experienced something, that are easiest to recall. You know that time when you built an exploding volcano for Science fair, gave a speech in English or dissected a frog in Biology? Those are the moments that stand out, and that is what I think about when I think of ideal learning. Learning should be filled with experiences that further your knowledge and engage you. My theory of learning would be considered a Constructivist theory, where learners construct their own knowledge by carrying out activities (Kear, 2011). There are two main components of constructivism as pointed out by Kear (2011). The first component is learning through doing on an individual basis (cognitive constructivism) and the second is

1. definition from http://www.merriam-webster.com/dictionary/learning

PHILOSOPHY OF EDUCATION

learning through doing in a group setting (social constructivism) (Kear, 2011). I feel that both components are important in the growth of a student but not all students are equal. Some may learn more effectively in a group setting, while others may prefer individual work. It is important to expose students to both aspects but to keep in mind each individuals learning style, or as Howard Gardner calls them, intelligences. Smith (2008) introduces Gardners theory of Multiple Intelligences which highlights the variety of learning styles found within our classes. Gardners theory aligns with my philosophy as I feel that students vary in their learning styles and if I am able to offer choice they will be able to engage in an activity that will allow them to succeed. As on online teacher I feel that I have the flexibility to design courses that can meet the variety of learning styles that Gardner describes. My Role as a Teacher I see my role to be that of both a designer and a facilitator. It is my responsibility to design courses that are engaging to all learning styles and that are easily navigated. Once a course has been designed, it is then my responsibility to update and improve it as necessary, often based on the feedback from students. My other role as an online teacher is that of a facilitator. Each student chooses their own path through a course and I am there to facilitate their learning, whether it be to assist them with a problem, point them to a resource or help them brainstorm for a project. I think it is important for the learning to be student-centered, as this will make the learning more meaningful for the student. It is also my job as the facilitator to create an online community that allows students to feel connected to both each other and to myself. The sense of community is the key to success in online learning. As Kear (2011) states

1. definition from http://www.merriam-webster.com/dictionary/learning

PHILOSOPHY OF EDUCATION

out in her book, the key to social constructivism is learning through social interactions and meaningful activities. As such, it is important that I spent time creating community among my students. My Mission Over the past decade of teaching my mission as a teacher has never changed, I have always been driven to help all students succeed and this has been evident from the postings I have accepted. I first started my career working with young mothers, helping them to obtain their high school diplomas while balancing their lives as mothers. I then moved to the First Nations School where we saw our first graduate in the program while I was the teacher and finally I moved to online education. It is here that I feel I can make the biggest difference in the lives of students from all walks of life. I have been able to meet the needs of students who are hands on through my course projects as well as the more traditional learners who prefer notes and tests. I have had anxiety students succeed and in some cases overcome their fears under my facilitation and I have seen athletes not only excel in their sports but in their academics. I attribute this success to the flexibility available in online education, something that may be more challenging in a classroom setting. My latest pilot project is inspired by Sir Ken Robinson who raised the question in his TED talk, Why is there this assumption that the most important thing kids have in common is how old they are? (Robinson, 2008) This is something I have mulled over the past few years and have now decided to do something about. In my ideal educational world students would move through based on mastery of outcomes rather than based on their age. In order for this to

1. definition from http://www.merriam-webster.com/dictionary/learning

PHILOSOPHY OF EDUCATION

occur, a paradigm shift needs to happen and I hope that I will be able to play a part in that. Now is the time to close the gap between those students who meet the outcomes and those that dont. If we do not change something, Stiggins (2008) points out that our society will no longer be able to evolve productively. Conclusion In conclusion, I feel strongly that a well-designed education is one that is based primarily on a constructivist approach and one that allows students to move through based on mastery of outcomes. It is a system that is student-centered with the teacher taking on the role of a facilitator. This style of education will provide an equal opportunity for students to succeed. It is time for the idea of equal opportunity to receive an education to evolve to an equal opportunity to succeed in education.

1. definition from http://www.merriam-webster.com/dictionary/learning

PHILOSOPHY OF EDUCATION

6 References Cuthbertson, S. (n.d.). A highlight history of British Columbia schools. Retrieved from www.royalbcmuseum.bc.ca/exhibits/tbird-park/html/../sb5hhist.pdf

Robinson, S. K. (2008). Changing paradigms. Retrieved from http://www.thersa.org/events/video/archive/sir-ken-robinson Smith, M. (2008). Howard gardner, multiple intelligences and education. Retrieved from http://infed.org/mobi/howard-gardner-multiple-intelligences-and-education/ Stiggins, R. (2008, Sept). Assessment for learning, the achievement gap, and truly effective schools. Educational testing service and college board conference, Washington, DC. Retrieved from http://www.ets.org/Media/Conferences_and_Events/pdf/stiggins.pdf

1. definition from http://www.merriam-webster.com/dictionary/learning