Theory of Knowledge and how my beliefs have changed

In my teaching, I align strongly with the cognitivist approach to learning, which emphasizes understanding the mental processes involved in thinking and learning. The cognitivist approach shapes my teaching philosophy by focusing on the mental processes involved in learning. By fostering active engagement, and connecting new knowledge, I aim to create a supportive environment that encourages all students to thrive.  The cognitivist approach informs my philosophy and classroom practices by:

Encouraging me to look beyond observable behaviors and explore the mental processes that influence how students learn. In my classroom, I strive to create an environment where students actively engage with content through discussions and collaborative activities, this encourages them to think critically and connect new ideas to what they already know. I also emphasize the importance of linking new concepts to students’ prior knowledge, as I feel that by activating what the students already understand, they are better equipped to grasp new information.

I believe that teaching students to think about their learning is essential for their growth. To make them think, I integrate reflective practices such as journalling and self-assessment, this in turn makes them evaluate their strategies and become more aware of their learning processes. I also support diverse learners by ensuring that they have the necessary support before tackling more complex concepts as this would help them to build confidence and help the learners to progress at their own pace. Additionally, active engagement is key in my classroom; I incorporate hands-on activities and problem-solving scenarios to stimulate curiosity and encourage the practical application of knowledge.https://youtu.be/fFZs7I4FxP4?si=TI5vm7YEOl5FkJhJ

As I reflect on my teaching journey, I recognize that my beliefs about education and learning have evolved significantly; I previously had the traditional belief that teaching or delivering content and ensuring students could recall facts was the primary aim of education, my lessons often followed a lecture-based format where I was the main source of information, I tended to use a one-size-fits-all approach, expecting all the students to grasp concepts in the same way and at the same pace and I primarily focused on academic outcomes and I saw education as a destination; that once I had a solid plan and knowledge base, I would be set.

My beliefs about teaching and learning have shifted significantly throughout my career as a continuous journey of growth; I actively seek out professional development opportunities and stay open to new ideas and strategies. This commitment to lifelong learning not only enhances teaching but also sets an example for my students about the importance of being curious and adaptable. I have also learned that emotional well-being is just as crucial for effective learning, and this has made me shift my belief to include a focus on social-emotional learning, recognizing the importance of creating a supportive classroom environment where students feel safe to express their thoughts and emotions. As my view keeps evolving, I have come to understand that each student brings a unique set of strengths, challenges, and learning styles to the classroom. This realization has led me to embrace differentiated instruction, where I tailor my teaching strategies to meet the diverse needs of my students, ensuring that each learner has the opportunity to succeed. I realized that students learn best when they are actively involved in the learning process. As I write this, I am still learning, unlearning, and relearning about best practices in education delivery, I am still evolving, and my current belief is not cast in stone, as I move ahead, it is going to change. https://youtu.be/7fFTdkO8OsA?si=Mo_waASpR1EArgQ_