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A Learning Journey

Miles C Davis

Colorado State University

EDAE 620: Processes and Methods

Dr. Kelly McKenna, Associate Professor

November 13, 2022

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A Learning Journey
My teaching philosophy is an extension of my servant leadership philosophy. As a leader,

my purpose is to serve others. To serve the individual, I will focus on them. I will be an ally and

authority figure, balancing the two to facilitate my students’ learning. I approach the learning

process as a journey an individual embarks upon. The learner mustn’t travel alone but with a

guide responsible for directing them when necessary to ensure they do not stray.

Before a learner’s journey starts, I will provide a learner with the required skills,

concepts, and knowledge. It is essential for me and my teaching to build a foundation of

knowledge. During this time, I will act as an authority figure. Learning shall be structured, and I

will leverage my expertise and experience to direct an individual’s education. A learner may

wander if there is too much freedom and individual autonomy. To do so, my instruction will be

scaffolded through task analysis and a learning hierarchy. As the learner progresses, I will reduce

my support and structure to allow the student to build upon their existing knowledge free from

imposition and learn independently.

Task analysis involves breaking the learning process into multiple steps or stages. Most

learners do not immediately master a new skill or grasp a new concept. I will assist a learner by

breaking a skill into parts so they can categorize the subject matter, making learning more

manageable. A learning hierarchy involves a sequential approach to instruction (Davis & Arend,

2013). Before students can run, they must learn to walk; before they can walk, they need to

crawl. Reinforcement, repetition, and instruction in a logical sequence will enable

comprehension and mastery. I will empower individuals to scaffold their knowledge by

developing a base of knowledge and skills.

At this point, I have enabled the learner to begin their journey. Now, I am transitioning to

being an ally and a partner in their learning process. I take a step back and allow a student to
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direct their learning. The learner and I develop a harmonious partnership where I facilitate and

create subsequent learning opportunities for the individual, guiding from afar. By familiarizing

myself with an individual’s background, valuing their prior experiences, and connecting to them

personally, I can introduce relevant subject matter that will spur opportunities to share their

experiences and apply their knowledge outside the classroom. A safe, inclusive, and mutually

respectful environment must be established to do so. As a result, I can personalize the curriculum

to promote a meaningful learning experience. Our differences are our strengths, and for learners

to reach their potential, they must be encouraged to participate.

Instruction and education must be transferable. Otherwise, I am wasting my and my

student’s time. My most meaningful learning experience was Officer Candidates School, a ten-

week experiential learning experience. From learning by doing, I continuously encountered new

experiences, reflected, conceptualized, and transferred my knowledge in new or different

contexts (Kolb, 1984). I believe genuinely impactful learning occurs outside the classroom and

from personal experiences. By incorporating practical applications, simulations, scenarios, and

immersive experiences, I can intimately connect the learner to the content. These methods

demonstrate the learning purpose and answer the question of ‘why am I learning this? Like

Dewey (1938), I believe learning occurs from reflection. I will provide the time and space for

students to stop and think. To encourage reflection, I will prompt inquiry by asking open-ended

and meaningful questions that challenge an individual’s perspectives and ideas but allow learners

to explore themselves. There is no intellectual growth without reconstruction and reflection

(Dewey, 1938).

I can effectively guide learners along their journey by weaving together behavioral and

progressive teaching elements emphasizing experiential learning. Utilizing instructional

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scaffolding and prioritizing the individual will keep a learner on their azimuth and encourage

their continuity of learning. If necessary, I will equip, guide, and assist, but ultimately fade into

the background and allow my learner to self-navigate their journey.

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References

Davis, J. R., & Arend, B. (2013). Facilitating seven ways of learning: A resource for more

purposeful, effective, and enjoyable college teaching (p. 39). Stylus Publishing.

Dewey, J. (1938). Experience and education. Touchstone.

Kolb, D., (1984). Experiential learning: Experience as the source of learning and development.

Prentice Hall.
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