PHILOSOPHY OF

EDUCATION
Kelly McGonagil
SPE-612
Overview
◦ Overall Beliefs
◦ Theories to Support
◦ Teacher Role
◦ Student Needs
◦ Classroom
◦ Goals
Overall Beliefs
◦ We all have a purpose in life, which can be discovered by utilizing our own unique gifts, talents and abilities.

◦ Everyone is capable of learning

◦ Guidance and quality instruction in a safe and stimulating environment are necessary in reaching full potential.

◦ As educators, our job is to help students become the best versions of themselves.

◦ Learning is a complex process. Educators must help students find success through this process

◦ Learning is lifelong
Theoretical Support
◦ Based on theories we learned about in previous courses, research, and life experiences in
the classroom, I feel children need the following for learning to take place:

◦ Community
◦ Basic needs met
◦ Cognitive framework

◦ This “Recipe for Learning” suggests a cohesive relationship among community,

individual needs, and cognitive learning, which all play an imperative role in the learning
process.
Theory: Bronfenbrenner
◦ Supports the COMMUNITY Role:

◦ Microsystem- Most personal of the systems. It involves people

and community places a child has direct connection with.
◦ Ex: family, school, religious institutions/church
◦ Mesosystem- Connects to the microsystem. Involves interactions
with the family, teachers, and child's peer connection to the family.
◦ Exosystem- This system involves any indirect influence that may
affect an individual’s home environment.
◦ Macrosystem- Describes the culture in which individuals live,
including developing and industrialized countries, socioeconomic
status, poverty, and ethnicity.
◦ Chronosystems- Is a system of time and informs on the
individuals chronological age.
Theory: Maslow
◦ Supports the Importance of Meeting BASIC NEEDS

◦ Hierarchy of Needs:
◦ SELF-ACTUALIZATION: morality, creativity, spontaneity,
acceptance, experience purpose.
◦ ESTEEM: self-esteem, achievement, independence, and status.
◦ BELONGINESS AND LOVE: social relationships, love,
family, intimacy.
◦ SAFETY: protection from elements, security of employment, of
health, of the family, of property.
◦ PHYSIOLOGICAL: breathing, food, water, sexual needs, sleep.
Theory: Bruner
◦ Supports the Role of COGNITIVE FRAMEWORK
◦ Individuals create their own knowledge
◦ Learning is:
◦ Discovery Based
◦ A continuous, active process
◦ Based on past experiences and current knowledge
◦ A product of organizing and categorizing information using a coding system
◦ Facilitated by adults and environment

◦ 3 Modes of Representation: Enactive, Iconic, Symbolic.

 Teacher Role
◦ Create an environment where students feel
welcome and a sense of belonging:
◦ Facilitating peer relationships
◦ Implementing social rules and guidelines
◦ Encouraging group work
◦ Ensure that students’ physical and security
needs are being met:
◦ The struggle to meet these needs highly
interferes with the learning process.
◦ We need to develop an awareness of
recognizing when these needs are not met and
have a plan to meet these needs for students
so learning can take place.
◦ Determine different learning styles and
adjust instruction accordingly, using the
Universal Design for Learning.
◦ Developing a strong rapport with each student Meeting
◦ The student themselves holds valuable information essential to their learning and it is up
to me as their educator to draw on what they know and what they are interested in to help Student
them achieve success.
◦ allows them to trust the environment they are in and the learning process as a whole.
Needs
◦ The start of each year is a pivotal time to collect information, set a foundation for a
working relationship
◦ Collective team approach
◦ Consisting of the student, parents, regular education teachers, therapists, and other
community service members.
◦ Knowledge is power
◦ The more information I am able to collect as a Special Educator, the more accurate my
unique educational plan for any particular student will be.
◦ Ongoing education
◦ Learn new strategies to use in classroom instruction
In The Classroom
◦ Encourage active learning and active participation
◦ Whole group, small group, and individual instruction.
◦ Facilitate the preferred learning style of every
student
◦ Use a variety of instructional methods
◦ Expose students to a range of materials
◦ Provide additional supports
◦ Assistive devices, manipulatives, physical prompts,
graphic organizers, etc.
◦ Keep instruction fresh and inviting while
challenging students intellectually
◦ Set clear expectations, of which students will assist
in developing
◦ Help students grow mentally, emotionally and socially
Goals
◦ Instill in every student a mindset that promotes healthy choices, positive
thinking, and a determination to reach their goals
◦ Establish a positive learning atmosphere while prioritizing individual student
needs above all
◦ Create a classroom conducive to growing a foundational knowledge base in
math, and reading while working to develop vocational, social, and everyday
life skills
◦ Highlight student strengths (not weaknesses), and use this to encourage efforts
in mastering skills that need work.
◦ Be an advocate and resource for students needing specialized plans, parents
and other teachers
Sources
◦ McLeod, S. A. (2016). Maslow's Hierarchy of Needs. Retrieved from www.simplypsychology.org/maslow.html
◦ 2016. The Pursuit of Happiness: Abraham Maslow. Retrieved from http://www.pursuit-of-happiness.org/history-of-
happiness/abraham-maslow/
◦ Campbell, D.E. (2014). The work of Abraham Maslow Retrieved from
https://www.education.com/reference/article/work-Abraham-Maslow/
◦ J. L., (2017). "Discovery Learning (Bruner)," in Learning Theories. Retrieved from https://www.learning-
theories.com/discovery-learning-bruner.html
◦ Weibell, C. J. (2011). Principles of learning: 7 principles to guide personalized, student-centered learning in the technology-enhanced,
blended learning environment. Retrieved from [https://principlesoflearning.wordpress.com].
◦ McLeod, S. A. (2008). Bruner. Retrieved from www.simplypsychology.org/bruner.html
◦ Culatta, R. (2015). Constructivist Theory (Jermome Bruner). Retrieved from
http://www.instructionaldesign.org/theories/constructivist.html