My educational philosophy is one that reflects both my
experiences and my core beliefs, therefore I believe that how one learns is a unique and personal process for each individual. Nevertheless, some of the greatest moments of discovery and enlightenment that I have experienced have come from learning with others: particularly in group conversations and projects that bring about understanding in traditionally difficult content by pooling thoughts and minds. My experience is not unique; rather it is picked apart and discussed by some of the greatest minds in educational theory. Of those minds, I find myself fascinated by the constructivist concepts presented by Vygotsky and Piaget. These theorists belief of knowledge as a constructed, or built entity provides a concrete mental image that is easy to visualize, internalize and relate to my own educational experiences. Piaget picked apart the learning process by separating human cognitive development into stages, each being unique and significant in its own right. This Cognitive Constructivist believed in knowledge acquisition by presenting information that at times would cause confusion, or disequilibrium, in ones mind. This would lead to assimilation and accommodation of the new information, which is the adjustment or change to an existing idea/set of ideas known as a schema, therefore enhancing ones learning as an internal and individual experience of knowledge discovery. I agree with Piaget to a certain degree, save the part that declares learning as an almost exclusively individual journey, assuming all young learners have equally capable minds simply in need of enhancement in the classroom. Not all minds arrive to a classroom fully equipped with the same foundation of knowledge to build upon, as Piaget suggests. Students enter school from a variety of previous academic backgrounds and individual needs: malnourished, impoverished, experiencing learning or physical handicaps. I believe that learning requires more support from those around the students who strive to understand their diverse needs, as well as a grasp of their culture. This would enable a teacher provide instruction tailored to their students and would allow for greater learner success. Vygotsky believed that knowledge and capable minds are developed with help from others; students amass greater cognitive capability from greater interaction with their socio-cultural environment. Society, peers and teachers all collaborate to reach higher knowledge that rests just above the students head in capability, in a space known as the Zone of Proximal Development or ZPD. Previous knowledge acts as a foundation, while language and educational stakeholders act as scaffolding for the student to learn within the ZPD, which should not be too hard or too easy. In addition
to academic knowledge, students I have witnessed the benefits of
collaborative learning, and have seen how not only does it allow the student to achieve greater understanding of the material, but also better understanding of those in and out of the classroom who collaborated with that student, and therefore a better understanding of the world at large. This Russians theories make all around the most sense to me, and greatly influence my developing teaching philosophy. How This Will Affect My Teaching For those who prefer individual discovery learning, as stressed by Piaget, I will ease into and though material that causes the students to employ greater assimilation or accommodation of their schemas. I have experienced too many lessons led by instructors who assume too much of what their students should know upon entering their classrooms, and have also experienced difficulties in teaching without gaining adequate background knowledge of my students. I feel that it is vital to identify what schemas and backgrounds students have, as well as to how the teacher can best create disequilibrium to correct or adjust their previously held ideas, and accommodate student needs. Assimilation and accommodation should not be frustrating to the student; the processes should instead cause the student to refine their academic skills and knowledge in a way that allows the teacher to better instruct, the classroom better function, and the student to better study. This process is best executed by first identifying and committing to working with the existing knowledge that each student has. Just as Vygotsky believed in education as the key to a welldeveloped mind, so do I. Initiating and guiding class discussions, as well as peer collaboration to create visuals, writing or other educational aids, students will discover how easily knowledge can be amassed with more than one mind. Honoring his concepts of treating the classroom as a social learning environment, I will always encourage my students to actively participate in their education. I also will respect and recognize the needs of each individual student, understanding that not all students always learn best with others, allowing alternatives and differentiating my lesson plans to suit individual learning needs when required. I will use language, my peers, my institution and society, as tools in my instruction, as each are equally important forms of communication and support in any classroom, to increase my students chance of success. As I have always placed a great value on culture, I will continue to do so in my classroom, employing Vygotskys idea that to implement culture in the classroom not only allows a real life application of content matter, thus enhancing student comprehension, but also allows the instructor to better prepare the student for the culture they will face upon leaving the classroom and
head into the real world prepared, with a (hopefully) well sharpened cognitive ability.