Personal Philosophy
I have been a practicing teacher for four years. I’m a high school teacher for learners between the ages of 16-22 with IEPs (Individualized Education Plans) within Los Angeles County Men’s jail system and throughout community sites within Los Angeles County. I have a strong interest in differentiated learning strategies to enhance learning for all learners. My philosophy of learning design encompasses four concepts: self-efficacy, transfer of information, cognitive load, and metacognition and regulation.
Self-Efficacy
According to USC's Learning Designer Toolkit, "learning and motivation are enhanced when learners have positive expediencies for success". Learners can have positive expediencies for success if they are learning in a low stakes environment, in which credit for assignments will be distributed according to the learners participation versus their academic ability. Creating a low stakes environment will encourage the learners to enjoy the learning process. Immediate and frequent feedback from the instructor will also help the learner build their self efficacy so that they will know what they are doing well and what they could be working on.
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Transfer of Information
When learners have the opportunity to use their personal interest or prior knowledge during learning, they will find the content more enjoyable and therefore, a better learning experience. Also, when instruction is directed towards their personal life, learning is valued. "Learning and motivation are enhanced when learners are given opportunity to apply what they have learned in varying context" (USC Learning Design Handbook, 2015).
Cognitive Load
All learners learn differently and can benefit from differentiated instruction. According to USC's Learning Design Handbook, "learning is enhanced when the learner's working memory capacity is not overloaded". Learners with IEP's (Individualized Educational Plans) will receive the greatest benefit from differentiated instruction. Differentiated instruction is defined as adjusting the learning to fit each individuals needs. Examples of differentiated instruction include scaffolding instruction, creating small manageable tasks and allowing the learner to control the pace of the course. Curriculum needs to be designed to allow for alternative ways for the learner to demonstrate knowledge. Learners should have the opportunity to write, draw, or speak their responses to curriculum.
Metacognition and Self-Regulation
"The [learning environment] is composed of all factors that affect and are affected by the learning that takes place" (Smith and Ragan, 2005, p 49). The learning environment can be the greatest pillar to instruction. Modeling by the instructor can help the learners develop their own metacognition and self-regulation. Instructors can guide the learners goal setting, and model the proper thinking process needed to complete certain tasks. According to USC's Learning Designer Toolkit (2015), "learning and motivation are enhanced when learners set goals, monitor their performance and evaluate their progress toward achieving their goals".
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