MY PERSONAL PHILOSOPHY OF EDUCATION AND ITS APPLICATION IN THE

TECHNICAL CLASSROOM

Kyle Hill G00379910

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assignment is entirely my own work based on my personal study and/or
research. I further declare that I have not engaged the services of another to
either assist in, or complete, this assignment.

Signed:

Date: 25/10/2021
 1. Introduction

I am a preservice teacher currently on the Bachelor of science (Honours) in Education

(Design Graphics and Construction) degree programme in GMIT.
The aim of this essay is to discuss ‘my personal philosophy of education and its application
to the technical classroom’. A personal philosophy of education is an important statement
to all teachers as it defines who they are as a teacher and helps them to reflect on their
teaching, it “encompasses what teachers believe and value about teaching, as well as how
students learn best. This has great importance, because it is from this personal philosophy
that pre-service teachers will base their decisions” (Webster, 2004). I will discuss the work
of Vygotsky and Gardner and how their theories of education have shaped both my personal
philosophy statement and its application to the classroom.

2. Len Vygotsky

My own teaching could be considered largely constructivist, Vygotsky’s theory on

constructivism has greatly shaped my personal philosophy statement. Vygotsky believed
that students play the biggest part in their individual learning and “emphasized the
importance of creating a learning environment where students are active participants in the
creation of their own knowledge.” (Schreiber & Valle, 2013). “Constructivism is a learning
theory which holds that knowledge is best gained through a process of reflections and active
construction in the mind” (Brau, 2018). Vygotsky focuses on social aspects of learning
through experiences, he suggests that students learn best through interacting with other
peers. In figure 1 below shows a diagram of where a teacher can give support and help
enhance learning in the classroom. The zone of proximal development is an area where the
teacher should be sensitive to guidance. The zone of proximal development is the space
between what a learner or student can do without assistance and what they can do with
help. The zone of proximal development is not only for the learner and teacher but also
applies for student to student learning (Brau, 2018).

Figure 1. (Brau, 2018)

3. Application to the classroom

Vygotsky’s theory of constructivism applies immensely to the technical classroom, the idea
that students learn by forming their own knowledge is important to remember when
teaching technology subjects. Giving students a drawing question where they have to
problem solve and form knowledge themselves would be much more beneficial to the
students learning than if they had just copied a solution off the board. Vygotsky encouraged
groups allows them to learn from students who have a better understanding of the topic
(Brau, 2018). Groupwork in the technical classroom can be applied in a number of ways,
getting students to work in pairs on a presentation, discussions and debates about how best
to complete assignment etc.

4. Howard Gardner

Howard Gardner believed that all learners have different learning intelligences, which they
develop throughout their lifetime. The eight intelligences proposed by Gardner include;
musical, bodily-kinaesthetic, logical-mathematical, spatial, linguistic, interpersonal and
naturalist (Kezar, 2001). Gardner’s theory requires teachers to alter their teaching methods
to meet the needs of individual students (Nolan, 2003). Gardner’s theory states that all
intelligences are needed to function in society. As a teacher all intelligences should be
treated with equal importance (Timmino, 1996). Gardner felt that teachers should teach
their classes in a way that helps students in all intelligences, and not just in traditional ways.
Students who have the option to learn in various ways are more likely to perform better
academically and enjoy school. To identify intelligences in the classroom can be difficult.
Teachers should observe and work together with their students to get an idea of what is
working well in the classroom. Accommodating different intelligences can be difficult but
teachers should try to incorporate as many ways as possible to develop each of the
intelligences.

Figure 2. (Gardner’s Theory of Multiple Intelligences , 2020)

 5. Application to the classroom.

An example of applying Gardner’s theory of multiple to the technical classroom is giving

students a range of different tasks when making a new woodwork joint. Getting students to
quietly research and look into the joint, getting students to discuss in groups, showing
students a slideshow on the steps required to make the joint, showing students a
demonstration of actually making the joint and getting students to physically make the join
themselves. Getting students involved in a range of different types of task will build on their
multiple intelligences.

6. Conclusion

In conclusion, my personal philosophy statement is based on the fact that all students are
unique which is reflected in their learning styles, it is also centred around Vygotsky’s theory
that students play a significate role in the creation of their own individual knowledge
(Schreiber & Valle, 2013). Gardner’s theory of multiple intelligences has also shaped my
personal philosophy statement as it is important that all students develop these
intelligences to best function in society (Timmino, 1996). My main goal as a teacher is to
create an environment where students can achieve their full potential. In order to achieve
this I try to apply as many different teaching and learning styles as possible in order to give
students the opportunity to form their own knowledge as well as develop their multiple
intelligences. Having completed this essay and on reflection of school placement I feel that I
need to include more groupwork in my classes as well as class discussions and debates, I
believe that this will be very beneficial for students to form their own knowledge as well as
build on their multiple intelligences (Multiple Intelligences in the Classroom for Teaching
and Learning, n.d.)

7. List of References

Brau, B. (2018). Constructivism . The Students Guide to Learning, Design and Research- Ed
Tech Books.
Gardner’s Theory of Multiple Intelligences . (2020). Retrieved from Simply Psychology:
https://www.simplypsychology.org/multiple-intelligences.html
Kezar, A. (2001). Theory of Multiple Intelligences: Implications for Higher Education.
Innovative Higher Education , 26(2).
Multiple Intelligences in the Classroom for Teaching and Learning. (n.d.). Retrieved from
University of people : https://www.uopeople.edu/blog/what-is-the-multiple-
intelligences-theory/
Nolan, J. L. (2003). Multiple Intelligence in the Classroom. Education, 124(1), 115- 119.
Schreiber, L. M., & Valle, B. E. (2013). Social Constructivist Teaching Strategies in the Small
Group Classroom.
Timmino, A. C. (1996). Multiple Intelligences: Gardners Theory. Practical Assessment,
Research and Evaluation, 5(10).
Webster, R. S. (2004). Doing the ultimate public good through Teacher Education.