Learning is a complex and dynamic process that extends far beyond the boundaries of a classroom. It involves acquiring knowledge, developing skills, and transforming perspectives. While educational resources, instructional methods, and individual effort play crucial roles in learning, relationships also hold significant importance. Human beings are inherently social creatures, and the connections we form with others profoundly impact our ability to learn and grow.

Research conducted by Roorda et al. (2011) explored the impact of positive teacher-student relationships on student engagement and achievement. The researchers found that when students perceive their relationships with teachers as positive, they are more engaged in the learning process, display higher levels of academic self-efficacy, and achieve better academic outcomes.  Teachers who build strong relationships with their students create a safe and nurturing environment where students feel valued and encouraged to take risks in their learning. Students who feel emotionally connected to their teachers are more likely to actively participate in class, ask questions, and seek assistance when needed.  In addition, positive teacher-student relationships contribute to the development of students' socioemotional skills. When students feel supported by their teachers, they experience a sense of belonging and well-being, which positively impacts their motivation to learn (Roorda et al., 2011). These relationships serve as a protective factor against negative influences and help create a positive classroom climate that fosters both academic and personal growth.

In the field of education, two important concepts that shape instructional practices are learning philosophy and teaching philosophy. Although these terms are often used interchangeably, they represent distinct perspectives.  One key factor in distinguishing learning philosophy from teaching philosophy lies in their respective orientations. A learning philosophy adopts a learner-centered approach, emphasizing the active role of the student in constructing knowledge and understanding. It recognizes that students bring prior knowledge, experiences, and perspectives to the learning process, and focuses on facilitating meaningful, self-directed learning experiences.

A learning philosophy centers on the learner and their role in the educational process. According to Pope, a learning philosophy shifts the focus to the learner. It delves into the beliefs, attitudes, and assumptions about how individuals learn, grow, and develop. A learning philosophy outlines one's perspectives on the role of motivation, cognitive processes, and social interactions in the learning process. It helps educators understand how to create environments that promote meaningful learning experiences, foster critical thinking, and support individual learners' needs   It emphasizes the importance of active engagement, critical thinking, and metacognitive awareness in the learning experience.  At its core, a learning philosophy addresses questions such as how learners construct meaning, the role of prior knowledge in new learning, and the influence of motivation and socio-cultural factors on learning outcomes. It focuses on the learners' interests, needs, and diverse learning styles, recognizing that each student is a unique individual with their own strengths and challenges. 

In contrast, a learning philosophy emphasizes the facilitation of students' acquisition of knowledge, skills, and attitudes, with an emphasis on metacognition and lifelong learning.  It encompasses the pedagogical approaches, instructional methods, and assessment techniques employed by the teacher.  According to Pope, a teaching philosophy centers on the instructor's beliefs, principles, and strategies regarding effective pedagogy. It articulates the teacher's approach to curriculum design, instructional methods, assessment techniques, and classroom management. A teaching philosophy essentially encapsulates an educator's vision and goals for teaching, serving as a guide to their instructional practices. McLean's article explores the distinction between teaching and learning philosophies. The author highlights that a teaching philosophy primarily revolves around the instructor's actions, methods, and instructional delivery.  It encompasses considerations of diverse student populations, differentiation of instruction, and the use of appropriate resources and technology. It also addresses the cultivation of positive relationships with students, fostering a sense of belonging, and promoting a growth mindset.

Before identifying if I am a Constructivist, Behaviorist, Cognitivist, it is important to review three theories. Constructivism is a learning theory that emphasizes the active role of the learner in constructing knowledge and meaning through their experiences. According to constructivism, learning is a process of constructing new knowledge by connecting new information or experiences with prior knowledge and understanding. Learners actively engage in meaning-making and knowledge construction through activities such as problem-solving, inquiry, and reflection.  According to von Glasersfeld (1995), constructivism posits that learning is an active process in which individuals construct their understanding of the world based on their interactions with the environment. It asserts that learners actively construct knowledge by integrating new information or experiences with their existing knowledge and beliefs.

Behaviorism is a prominent learning theory that focuses on observable behaviors and the influence of external stimuli on learning and behavior.  Behaviorism, as defined by Watson (1913), suggests that learning is the result of the association between stimuli and responses. It emphasizes that behaviors can be learned, modified, and shaped through the application of specific stimuli and reinforcement. By emphasizing the role of learners as active participants in their learning, constructivism highlights the importance of meaningful experiences, prior knowledge, social interaction, and the construction of knowledge through inquiry and reflection. Educators can leverage constructivist principles to design student-centered, engaging, and authentic learning environments that foster deep understanding, critical thinking, and lifelong learning skills.

Cognitivism, as defined by Piaget (1970), theorizes that learning involves the active mental processing of information. It emphasizes that learners acquire, organize, and transform knowledge through cognitive processes.  By emphasizing the role of internal mental processes and the importance of meaningful and organized instruction, cognitivism provides insights into how learners acquire, process, and construct knowledge. By integrating problem-solving approaches and fostering cognitive engagement, educators can create effective learning environments that support learners' cognitive development and promote lifelong learning.

After reflecting throughout this program and while I was pursuing my Master’s Degree in Educational Leadership, I came to the conclusion that I do not have only one theory, but I essentially use a combination of all three theories.  As discussed previously, constructivism, behaviorism, and cognitivism each offer unique insights into learning. Constructivism emphasizes learners' active construction of knowledge through meaningful experiences, behaviorism focuses on the influence of external stimuli on observable behaviors, and cognitivism emphasizes internal mental processes involved in learning. By combining these theories, I believe I am able implement a more flexible approach to education that addresses different aspects of the learning process, rather than being tied to one theory specifically.  Many contemporary educational scholars actually advocate for a more integrative approach that draws from multiple learning theories, recognizing the value of incorporating various perspectives to better understand the complexities of learning and to inform instructional practices.  This is perspective is considered “visible learning” 

For example, educational psychologist David Jonassen (2006) emphasizes the need for a holistic perspective that integrates constructivist, behaviorist, and cognitivist principles in designing effective learning environments. He proposes the idea of "cognitive tools," which are instructional strategies and technologies that combine different theories to promote meaningful learning.  Additionally, John Hattie and Gregory Donoghue (2016) argue for a "visible learning" approach that combines elements of constructivism, behaviorism, and cognitivism. They suggest that effective teaching involves providing clear learning intentions, success criteria, and formative feedback (behaviorist principles), while also engaging students in inquiry-based learning, self-regulation, and metacognitive strategies (constructivist and cognitivist principles). 

In their book "Visible Learning for Teachers: Maximizing Impact on Learning," John Hattie and Gregory Donoghue present the concept of "visible learning," which advocates for a comprehensive approach to education. This essay explores Hattie and Donoghue's argument and discusses the implications of their "visible learning" approach for enhancing educational practices. Hattie and Donoghue (2016) argue that effective teaching requires making learning visible to both teachers and students. They propose a set of principles and strategies that draw from various learning theories, including constructivism, behaviorism, and cognitivism. These principles aim to maximize the impact of teaching on student learning outcomes.  One key aspect of visible learning is the emphasis on creating clear learning intentions and success criteria. According to Hattie and Donoghue, teachers should explicitly communicate what students are expected to learn and achieve. This aligns with behaviorist principles of setting clear objectives and provides students with a focus for their learning.  Another central component of visible learning is the use of formative assessment and feedback. Hattie and Donoghue argue that timely and constructive feedback enables students to understand their progress and identify areas for improvement. This feedback loop is consistent with cognitivist principles of metacognition and self-regulation, as it helps students monitor and adjust their learning strategies. In addition, visible learning promotes the use of instructional strategies that engage students in active learning and inquiry-based approaches. Hattie and Donoghue suggest that teachers should encourage students to explore concepts, ask questions, and engage in collaborative activities. This constructivist approach supports the idea that learning is an active process involving the construction of knowledge.

Educational psychologist David Jonassen emphasizes the importance of adopting a holistic perspective that integrates constructivist, behaviorist, and cognitivist principles in education. By combining these theories, educators can develop a comprehensive understanding of the learning process and design instructional strategies that cater to diverse learners. The integration of constructivist principles promotes active engagement and meaningful learning experiences, behaviorist principles facilitate effective instruction and reinforcement, and cognitivist principles inform educators about the cognitive processes involved in learning. Embracing this holistic perspective enhances educational practices, enabling educators to create rich and impactful learning environments for their students. Jonassen (2006) argues that a holistic perspective acknowledges the strengths and limitations of different learning theories and seeks to combine their insights.  Integrating constructivist principles enables educators to design authentic and relevant learning tasks that engage students in real-world applications. By connecting new information to students' prior knowledge and promoting active participation, educators facilitate knowledge construction and deep understanding.

Drawing from behaviorist principles, educators can provide clear instructions, establish specific learning objectives, and offer immediate feedback. By reinforcing desired behaviors and breaking down complex tasks into manageable steps, educators enhance students' acquisition of new knowledge and skills.  Cognitivist principles inform educators about the cognitive processes involved in learning. Understanding learners' information processing capabilities, educators can design instruction that optimizes attention, memory, and problem-solving. They can employ strategies such as scaffolding, metacognitive prompts, and concept mapping to support learners' cognitive development. By integrating these theories, educators can design instructional strategies that address various aspects of the learning process. The holistic perspective allows educators to take into account the unique needs and preferences of learners while facilitating meaningful learning experiences. 

Annotated Bibliography: 

Hattie, J., & Donoghue, G. (2016). Visible Learning for Teachers: Maximizing Impact on Learning. 

Routledge.

Hattie and Donoghue's book, "Visible Learning for Teachers," explores the concept of visible learning and its potential to enhance educational practices. The authors argue for the importance of making learning visible to both teachers and students to maximize the impact of teaching on student learning outcomes.  They also emphasize the significance of clear learning intentions and success criteria, which help students understand what is expected of them. It also highlights the value of formative assessment and feedback in enabling students to monitor their progress and make necessary adjustments to their learning strategies. Furthermore, the authors address the role of metacognition and self-regulation in visible learning. They provide guidance on how teachers can foster students' metacognitive skills, such as reflection, self-assessment, and goal-setting, to enhance their ability to monitor and control their own learning.  Overall, Hattie and Donoghue's work contributes significantly to the field of education by presenting a comprehensive approach to visible learning. It empowers educators to create impactful learning experiences by integrating research findings and effective teaching strategies. The book's insights and recommendations have the potential to transform teaching practices and positively impact student achievement.

Jonassen, D. H. (2006). On the Role of Concepts in Learning and Instructional Design. Educational 

Technology Research and Development, 54(2), 177–196. https://doi.org/10.1007/s11423-006

8253-9

In this article, David H. Jonassen explores the significance of concepts in learning and instructional design. He dives into the theoretical foundations and the implications of using concepts as a fundamental building block for effective learning experiences. Jonassen begins by providing a comprehensive overview of key theories and perspectives on learning and instructional design. He emphasizes the importance of understanding the role of concepts in knowledge acquisition and transfer.  Overall, Jonassen's article provides valuable insights into the role of concepts in learning and instructional design. It offers a theoretical foundation for understanding the importance of concepts and provides practical guidance for educators seeking to foster conceptual understanding in their instructional practices. The article serves as a valuable resource for researchers, instructional designers, and educators interested in enhancing learning experiences through a focus on concepts.

McLean, M. (2017). Teaching vs Learning Philosophy: Which One Do You Follow? International Journal of

 Teaching and Learning in Higher Education, 29(2).

McLean's article delves into the differences between teaching philosophy and learning philosophy. The author highlights that a teaching philosophy centers on the instructor's actions, methods, and instructional delivery. It encompasses the pedagogical strategies, assessment techniques, and classroom management approaches employed by the teacher. A teaching philosophy influences the instructor's decisions regarding content delivery, engaging students, and creating a conducive learning environment.  Overall, McLean's article provides valuable insights into the distinction between teaching philosophy and learning philosophy. It underscores the importance of considering both perspectives to enhance instructional practices and promote student engagement and achievement in higher education settings. By integrating teaching and learning philosophies, educators can create dynamic learning environments that empower students to become active and independent learners.

Pope, M. (2017). Defining Teaching and Learning Philosophies: From the Classroom to the Academy. 

Higher Learning Research Communications, 7(3), 52-63. doi: 10.18870/hlrc.v7i3.362

Pope's article offers an in-depth exploration of teaching and learning philosophies. The author highlights that a teaching philosophy encompasses an instructor's beliefs, principles, and strategies related to effective pedagogy. It articulates the teacher's approach to curriculum design, instructional methods, assessment techniques, and classroom management. In contrast, a learning philosophy shifts the focus to the learner. It encompasses the beliefs, attitudes, and assumptions about how individuals learn, develop, and acquire knowledge. A learning philosophy outlines one's perspectives on the role of motivation, cognitive processes, and social interactions in the learning process. It helps educators understand how to create environments that promote meaningful learning experiences, foster critical thinking, and support individual learners' needs.  The article emphasizes the importance of aligning teaching and learning philosophies to enhance educational effectiveness. It discusses the potential challenges that arise when there is a disconnect between the instructor's teaching philosophy and the learners' expectations and needs.

Roorda, D. L., Koomen, H. M., Spilt, J. L., & Oort, F. J. (2011). The Influence of Affective Teacher–Student 

Relationships on Students' School Engagement and Achievement: A Meta-Analytic Approach. 

Review of Educational Research, 81(4), 493–529. doi: 10.3102/0034654311421793

Roorda et al. conducted an analysis to review the existing literature on the influence of affective teacher-student relationships on students' school engagement and achievement. They analyzed 99 studies comprising a total of 56,829 students across various educational levels.  The authors found a significant positive association between positive teacher-student relationships and school engagement, indicating that students who perceived their relationships with teachers as positive were more engaged in the learning process. This positive relationship was consistent across different measures of engagement, such as behavioral engagement, emotional engagement, and cognitive engagement.

Von Glasersfeld, E. (1995). A Constructivist Approach to Teaching. In L. P. Steffe & J. Gale (Eds.), 

Constructivism in Education. Lawrence Erlbaum Associates.

As a leading proponent of radical constructivism, von Glasersfeld delves into the theoretical foundations and practical implications of adopting a constructivist perspective in the classroom.

Von Glasersfeld emphasizes the role of the learner as an active participant in constructing knowledge and understanding. He discusses how learners' existing mental frameworks, or "schemes," shape their interpretation of new information and experiences.  He concludes by discussing the implications of the constructivist approach for curriculum development and assessment. Von Glasersfeld highlights the need for flexible and student-centered curricula that promote conceptual understanding and problem-solving skills. He advocates for authentic assessments that capture students' understanding in real-world contexts.

Watson, J. B. (1913). Psychology as the behaviorist views it. Psychological Review, 20(2), 158–177. 

https://doi.org/10.1037/h0074428

John B. Watson outlines the behaviorist perspective on psychology. As one of the key figures in the behaviorist movement, Watson presents a radical departure from introspection and mentalistic explanations of behavior, advocating for a focus on observable behavior and its environmental determinants. He introduces the behaviorist viewpoint, emphasizing the importance of studying overt behavior that can be directly observed and measured. He argues that behavior is a result of the environmental stimuli to which an organism responds, and that the study of these relationships should form the basis of psychological inquiry.  Throughout the article, Watson provides examples and evidence from both human and animal studies to support his arguments. He highlights the practical applications of behaviorism in areas such as education, child-rearing, and advertising, illustrating the wide-reaching impact of this perspective.  Overall, Watson's article "Psychology as the behaviorist views it" is a seminal work that laid the foundation for the behaviorist movement in psychology. It presents a clear and concise overview of the behaviorist perspective, challenging traditional approaches and advocating for a scientific study of observable behavior. The article remains a significant contribution to the field, and its ideas continue to influence the study of psychology and behavior to this day.