EDUCATIONAL PHILOSOPHY 1

Educational Philosophy Statement

Kathleen Reilly

Johns Hopkins University

Fall 2017
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I believe that effective education involves collaboration between learners, differentiation

of content, and the creation of connections to the real world. The most effective learning

environments are those that foster effective interpersonal skills and encourage collaborative

thinking. Gardners Theory of Multiple Intelligences notes Interpersonal intelligence as an area

of strength for certain learners (Sanchez-Martin, Alvarez-Gragera, Davila-Acedo, & Mellado,

2017). While I do believe that interpersonal skills come more naturally to some, I believe this

intelligence can be fostered with a positive and safe learning environment that will encourage

proactive social interaction and active engagement. With recent technologies such as online

discussion boards, shared online documents, and live lectures, learners from around the world

can collaborate. Technology provides the opportunity for learners to be exposed to diverse

cultures and perspectives, therefore developing their own knowledge like never before.

Each individual learner has strengths, weaknesses, interests, and needs. Effective

instruction involves understanding these individual differences and using those differences to

enhance, differentiate, and personalize instruction. Meeting learners where they are increases

engagement and understanding. Adaptive technologies have forged a path for differentiation by

identifying and assessing learners. This knowledge of the learner creates a path for personalized

instruction to meet the specific needs of the learner.

Todays learners are constantly connected to the world around them through technology.

This provides instructors with a unique opportunity to engage learners with relevant instruction

that is applicable to the real world. Creating real world connections accelerates the path to

higher order thinking noted in Blooms Taxonomy (Ugur, Constantinescu, & Stevens, 2015). For

instance, when instruction creates connections to contexts that learners already identify with,

they are able to apply their knowledge to the situation more easily, as they can relate. This
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connection motivates learners and ultimately encourages learners to practice self-efficacy and

take charge of their learning. From there, learners analyze, evaluate, and ultimately, create with

their new knowledge in relevant and meaningful ways. Access to technology provides endless

resources for users to connect to local and global contexts, enhancing their understanding of the

world that is more connected with technology by the day.

Effective 21st century instructors help learners use content to collaborate with diverse

networks, forge new understandings at a personalized level, solve problems and imagine

possibilities in their world. Technology has continued to expand the possibilities of education

and will continue to do so in new ways.

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References:

Sanchez-Martin, J., Alvarez-Gragera, G. J., Davila-Acedo, M. A., & Mellado, V. (2017).

Teaching Technology: From Knowing to Feeling Enhancing Emotional and Content Acquisition

Performance through Gardner's Multiple Intelligences Theory in Technology and Design

Lessons. Journal Of Technology And Science Education, 7(1), 58-79.

Ugur, H., Constantinescu, P., & Stevens, M. J. (2015). Self-Awareness and Personal Growth:

Theory and Application of Bloom's Taxonomy. Eurasian Journal Of Educational Research,

(60), 89-110.