Philosophy of Learning

Our philosophy of education is rooted in the science of learning (Bransford, Brown & Cocking, 1999). Science of learning assumptions include that learning is socially constructed, results in neurocognitive change, has occurred when knowledge is transferred, and that teachers facilitate learning while students actively construct learning. Instruction delivery centers on cognitive apprenticeship and attends to learning along a continuum from novice to expert. Lesson structure reflects a gradual release of responsibility model with patterns of whole group, small group, and individual learning experiences designed to intentionally shift the cognitive load first from the teacher to the teacher and learner, then to the learner in supported practice, and finally to the learner in independent application (Fisher & Frey, 2013). Lastly, following the principles of universal design, instruction is proactively adapted to provide students equitable access to learning (Scott, McGuire & Foley, 2003).   

 

Informed by the Understanding for Design model, a backward approach is used to design syllabi and lessons with attention to the essential relationship between learning objectives, activities, and assessment (Wiggins, Wiggins & McTighe, 2005). Assessment is accomplished using proficiency scales (Moore, Garst & Marzano, 2015). Proficiency scales reflect the learning hierarchy first described by Bloom (1956) and updated by others. Proficiency scales support formative and summative assessment as well as student metacognitive processes including evaluating pre-lesson understanding, determining learning needs, setting and monitoring progress toward short, intermediate, and long-term learning goals, and celebrating goal achievement (Marzano & Kendall, 2006). Such goal-directed behavior is central to and increases student motivation, engagement, and success (Bransford et al., 1999). Students equipped in this fashion persist to attain goals. 

 

Finally, our educators are inspirational and model, explicitly teach, and promote positive learning dispositions including godliness, persistence, resilience, joy, and curiosity. Students are equipped to question the status quo. In learning communities infused in this way, each individual is appreciated as God designed, learning is expanded through multiple perspectives, and all individuals are appreciated, and challenged to achieve God’s purpose.

 

Bloom, B. S. (1956). Taxonomy of educational objectives. New York, N.Y: Longmans, Green. 

 

Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (1999). How people learn: Brain, mind, experience, and school. Washington, DC, US: National Academy Press. 

 

Fisher, D., & Frey, N. (2013). Better learning through structured teaching: A framework for the gradual release of responsibility. ASCD.

 

Gialamas, S., Pelonis, P., & Medeiros, S. (2014). Metamorphosis: A collaborative leadership model to promote educational change. International Journal of Progressive Education, 10(1), 73-83.

 

Graham, S. (2019). Changing how writing is taught. Review of Research in Education, 43(1), 277-303.

Graham, S., Bollinger, A., Booth Olson, C., D’Aoust, C., MacArthur, C., McCutchen, D., & Olinghouse, N.(2012).Teaching elementary school students to be effective writers: A practice guide (NCEE 2012- 4058). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://ies.ed.gov/ncee/ wwc/publications_reviews.aspx#pubsearch.

 

Marzano, R. J., & Kendall, J. S. (Eds.). (2006). The new taxonomy of educational objectives. Corwin Press.

 

Moore, C., Garst, L. H., & Marzano, R. J. (2015). Creating & Using Learning Targets & Performance Scales. Learning Sciences International.

 

Scott, S. S., McGuire, J. M., & Foley, T. E. (2003). Universal design for instruction: A framework for anticipating and responding to disability and other diverse learning needs in the college classroom. Equity & Excellence in Education, 36(1), 40-49.

 

Wiggins, G., Wiggins, G. P., & McTighe, J. (2005). Understanding by design. ASCD.