Continued Learning

My Learning Philosophy

I have always been intrigued by the reality of my non-traditional means of “learning”. What I really mean by “learning” is being able to master a test on the first try. As a high school student, I remember everyone around me preparing for final exams by participating in late night cramming sessions. This seemed like the norm at the time so I also carried on this tradition for many years. One of my most kept secrets is that even though I’d crammed for a test for a few nights in a row, I would never really earn an “A”. Can you imagine my frustration? Surely I wasn’t alone. This formula seemed to serve others well, yet almost every time I went through the intense studying process I would be just borderline successful; (meaning B’s-C’s).

Was I not studying as long?  Was I not a fast enough reader?  Or perhaps I was a horrible test taker? Yes, I entertained these thoughts for several years until I almost accepted the idea of just not having what it takes to be a high achieving student. Until I encountered my algebra II teacher in high school. She noticed that I was a struggling math student and decided to collaborate with me daily. At the end of a lesson, she would sit with me and initiate a conversation about my math struggles. We would practice strengthening these shortcomings together.  We did this daily for months and soon I began to notice that every assessment I took in her class resulted in an “A”. Never did I once study for an exam yet I managed to always be prepared. The only explanation for me being able to excel on these assessments for that entire year is that I was actively engaged and learning.

I would like to introduce my abstract definition of learning based on my experiences and then break this down further.

Learning is a short, precise moment in time where barriers, walls, and reservations are suspended and true engagement holds the door open for information to convert into new skills, experiences, and impressions which spark a purpose within a student and gives them a desire to want to remain invested and inspire others.

How do I apply this philosophy?  Well my career in education began in 2011 and since then I have tried to formulate a recipe for successful learning. If I can create an environment for students to be invested in the information that I am helping them discover, then I would be facilitating genuine learning.  Here are the categories that I believe need to take place in order for learning to be successful.

  • Learning is a process, not a product. Progress and ability are more significant than a numeric grade.
  • Learning must be active and not passive. Creating, manipulating, collaborating is essential.
  • Learning endures over time: new information must be distributed and practiced over time in order for it to be effective.
  • Learning is not always predetermined, it can take place anywhere.


Clark, R. (2002). Six principles of effective e-learning: What works and why.The e-Learning Developer’s Journal, 1-10.

Learning theory: Models, product and process. (2015). Retrieved September 01, 2016, from

Montell, G. (2007). What’s Your Philosophy on Teaching, and Does it Matter?. Chronicle, 11, 14.

Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works: Seven research-based principles for smart teaching. John Wiley & Sons.

Schunk, D. H. (1996). Learning theories. Printice Hall Inc., New Jersey.



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