Learning Philosophy

Beyond Memorization: Learning Through Action and Challenge

In his philosophy of learning, Dr. Harapnuik references an old adage: “Tell me and I forget, show me and I remember, involve me and I understand.” He then adds, “Challenge me and I learn.” This statement deeply resonates with me because I believe that the best way to learn is through interactive, hands-on experiences. While I acknowledge that some learners may retain information by simply being told, I do not believe that passive, vocal instruction is the most effective way to learn.

Hands-on learning requires active engagement, allowing learners to physically interact with the material, which reinforces memory and understanding. This approach encourages critical thinking and deeper cognitive processing, making it more effective than passive listening. Additionally, Dr. Harapnuik’s statement, “Challenge me and I learn,” is especially powerful.

When learners face challenges, they are required to think critically, problem-solve, and persist through difficulties. Research supports the idea that introducing desirable difficulties—such as challenges and effortful learning—enhances memory retention and long-term learning (Bjork & Bjork, 2011). Overcoming challenges not only deepens understanding but also provides a sense of accomplishment, which strengthens memory retention. In this way, both hands-on learning and intellectual challenges create a more meaningful and lasting learning experience.

A Cycle of Growth and Discovery

I believe that learning and teaching are an intertwined process. As teachers, we are not just delivering knowledge—we are continuously learning, even as we teach. We learn from our students through their perspectives, questions, and unique ways of thinking. This is why I always remind my students that learning never stops; it is a lifelong journey for both teachers and students alike.

Teaching is not just about instructing; it is about fostering a dynamic and interactive learning environment where everyone is engaged in discovery and growth. Each lesson presents an opportunity for both the teacher and the students to gain new insights, refine understanding, and adapt to new ideas. When students feel that their thoughts and contributions are valued, they become more active participants in their own learning.

The challenges and experiences we encounter in the classroom push us to evolve as educators. Every student brings different needs, backgrounds, and learning styles, which require us to continuously adjust our teaching methods. In this way, teaching and learning feed into one another, making education a shared, ongoing process rather than a one-way transfer of information.

Learning on My Terms

Learning is a complex and deeply personal process, and for me, it comes with its own set of challenges. Personally, I do not enjoy being challenged. Like most people, I can become overstimulated, stressed, and even tempted to give up when faced with something difficult. However, I recognize that perseverance is necessary if I want to complete something challenging and ultimately grow from the experience.

One key aspect of my learning philosophy is that I need a sense of purpose or a clear outcome to stay motivated. If a challenge does not provide a meaningful benefit or reward, I struggle to find the motivation to push through. However, when I do choose to complete something difficult, I learn in a way that differs from traditional hands-on experiences. Rather than relying solely on trial and error, I learn best through research, asking questions, and exploring different possibilities to determine what works best. This method allows me to process information at my own pace and approach learning in a way that feels less overwhelming.

While I may not naturally gravitate toward challenges, I recognize that overcoming them leads to growth. My learning process is shaped by persistence, curiosity, and problem-solving, rather than direct hands-on engagement. By understanding how I learn best, I can navigate challenges more effectively and continue to grow both academically and personally.

How do they connect?

To me a learning philosophy and a teaching philosophy are closely connected but focus on different aspects of education.

A learning philosophy is personal and reflects how an individual acquires knowledge, processes information, and overcomes challenges. For me, I learn best through experience. I may struggle with challenges at first, feeling overwhelmed or stressed, but when I push through, I gain a deeper understanding.

My learning process involves researching, asking questions, and experimenting to see what works best. Because I learn by doing and reflecting on my experiences, I understand the value of perseverance and self-discovery in education.

A teaching philosophy, on the other hand, is about how an educator facilitates learning for others. Because I learn best through experience, I apply this belief in my teaching. I prioritize interactive, hands-on learning opportunities for my students, encouraging them to explore, problem-solve, and learn from their mistakes. I believe that students should be actively engaged in their own learning rather than passively receiving information. Just as I need a sense of purpose to stay motivated when learning, I strive to create meaningful and relevant learning experiences for my students.

While my learning and teaching philosophies are distinct, they influence each other. Teaching is not just about delivering information; it is an interactive process where teachers and students learn from one another (Pathak, 2024). Because I understand the struggles that come with challenges, I am patient and supportive when my students face difficulties. I encourage them to ask questions, experiment with different approaches, and find strategies that work best for them—just as I do in my own learning.

(Pathak,2024)

Ilustration by Adaliz Barroso

Learning Theories

What is Constructivism?

In 3 Bullet Points

Active Learning Process: Constructivists believe that learning happens through hands-on experiences, exploration, and problem-solving rather than passive memorization (Bates, 2014).
Cognitive Development: Piaget’s theory emphasizes that learners construct knowledge by assimilating and accommodating new information based on their experiences (Sprouts, 2018).
Social Interaction: Vygotsky’s Zone of Proximal Development (ZPD) highlights the role of collaboration and guidance from more knowledgeable individuals in helping learners achieve deeper understanding (Sprouts, 2020).

What is Behaviorism?

Learning Through Reinforcement: Behaviorists believe that learning occurs when behaviors are reinforced through rewards or punishments (Bates, 2014).
Observable Behavior Over Cognition: Unlike constructivists, behaviorists focus on outward behaviors rather than internal thought processes (Bates, 2014).
Conditioning Shapes Learning: Concepts like operant conditioning (Skinner) and classical conditioning (Pavlov) demonstrate how external stimuli shape behavior over time (Bates, 2014).

What is Cognitivism?

Learning as an Active Process: Cognitivists believe that learning involves actively organizing, processing, and applying knowledge rather than simply responding to stimuli (Bates, 2014).
Memory and Problem-Solving Focus: Cognitivism highlights the importance of memory strategies, problem-solving skills, and structured instruction to enhance understanding (Bates, 2014).
Cognitive Load Management: Effective learning occurs when information is presented in a way that minimizes cognitive overload, allowing for deeper comprehension and retention (Bates, 2014).

Which Learning Theory Do I Relate to?

I align most closely with constructivism because I believe that learning is an active, experience-driven process where individuals construct their own understanding through interaction, reflection, and problem-solving. I learn best by engaging with new information, asking questions, and experimenting to see what works, rather than simply memorizing facts or following rigid structures.

Which one do I relate to?

The main theorist associated with constructivism is Jean Piaget, who emphasized that learners actively build their knowledge through experiences. Piaget introduced key concepts such as assimilation (incorporating new information into existing knowledge) and accommodation (modifying understanding based on new experiences), both of which align with my learning style (Sprouts, 2018). His theory highlights that learning is not about passively absorbing information but about constructing knowledge through active engagement and discovery.

Lev Vygotsky’s theory of the Zone of Proximal Development (ZPD) reinforces the importance of social interaction in learning. Vygotsky believed that learners achieve higher levels of understanding with the guidance of a more knowledgeable other, such as a teacher or peer (Sprouts, 2020). This aligns with my belief that collaboration, discussions, and guided learning enhance understanding, which is why I encourage students to explore concepts together rather than relying solely on direct instruction.

(Sketchplanations, 2013)

Constructivism emphasizes learning by doing and encourages critical thinking, creativity, and real-world problem-solving. This is why I incorporate interactive, hands-on learning in my teaching philosophy, as I believe students learn best when they engage with material in meaningful ways rather than passively receiving information.

While I recognize elements of cognitivism, which focuses on how the brain processes and organizes information, and behaviorism, which emphasizes learning through reinforcement, I believe constructivism best represents how I learn and teach. I belive that learning happens when individuals construct meaning through experience, reflection, and active engagement.

My learning philosophy, which emphasizes hands-on, interactive learning and the importance of overcoming challenges, directly influences my innovation plan to integrate iPads in Pre-K classrooms. By using iPads, students engage with technology in ways that foster active, experiential learning through interactive apps and games. This aligns with my belief that students learn best by doing, as it allows them to explore, experiment, and receive immediate feedback. Additionally, challenges such as navigating new technology provide opportunities for growth, both for students and myself as an educator. I will guide students through these challenges, fostering problem-solving and perseverance. This process not only supports their learning but also creates a culture of continuous growth, as I model lifelong learning by seeking new ways to integrate technology and collaborate with colleagues. In this way, my learning philosophy drives the integration of technology and supports the development of both students and educators.

Connecting My Learning Philosophy to My
Innovation Plan

View My Innovation Plan

Annotated Bibliography

Bates, T. (2014, July 29). Learning theories and online learning. Tony Bates.
https://www.tonybates.ca/2014/07/29/learning-theories-and-online-learning/

This article explores major learning theories—behaviorism, cognitivism, and constructivism—focusing on their application in online education. It discusses how each theory shapes instructional strategies and the role of technology in supporting different learning approaches.

Bjork, E. L., & Bjork, R. A. (2011). Making things hard on yourself, but in a good way: Creating desirable difficulties to enhance learning. Psychology and the Real World: Essays Illustrating Fundamental Contributions to Society, 56–64.

This article introduces the concept of "desirable difficulties," emphasizing that learning is more effective when students face challenges. The authors explain that effortful learning strengthens memory retention and problem-solving abilities, reinforcing the idea that overcoming difficulties leads to deeper understanding.

Harapnuik, D. (2009, September 18). Learning philosophy. Harapnuik.org.
https://www.harapnuik.org/?s=Learning+Philosophy

This article discusses the concept of learning as an active and experiential process. Harapnuik emphasizes that true understanding comes from involvement and challenges, rather than passive consumption of information, advocating for hands-on, student-centered learning.

Pathak, S. (2024, January 12). The relationship between teaching and learning. Classplus Growth Blog.
https://classplusapp.com/growth/relationship-between-teaching-and-learning/

This article examines the connection between teaching and learning, emphasizing that effective teaching facilitates better student understanding and knowledge application. It highlights the importance of student engagement and the role of educators in adapting instruction to enhance learning outcomes.

Sketchplanations. (2013, October 2). Zone of proximal development. Sketchplanations.
https://sketchplanations.com/zone-of-proximal-development

This article provides a visual and conceptual explanation of Lev Vygotsky’s Zone of Proximal Development (ZPD). It describes how learners progress when given appropriate support and scaffolding from teachers or peers, helping them move from what they can do independently to what they can achieve with guidance.

Sprout. (2018, August 1). Jean Piaget's theory of cognitive development | Genetics | Biology | Sprout [Video]. YouTube.
https://www.youtube.com/watch?v=IhcgYgx7aAA&t=217s

This educational video outlines Jean Piaget’s cognitive development theory, explaining the four stages of intellectual growth: sensorimotor, preoperational, concrete operational, and formal operational. It describes how children’s thinking evolves as they interact with their environment.

Sprout. (2020, February 28). Lev Vygotsky’s sociocultural theory of cognitive development [Video]. YouTube.
https://www.youtube.com/watch?v=8I2hrSRbmHE&t=24s

This video explains Lev Vygotsky’s sociocultural theory, which emphasizes the role of social interaction in learning. It discusses concepts like the Zone of Proximal Development and scaffolding, illustrating how learning is influenced by cultural and social contexts.