My Learning Philosophy
As humans, we try to make order out of chaos. Learning has been my safe place, my comfort, my joy for as long as I can remember when the chaos of the world becomes too much.
Even before formal education, my mom instilled in me a love of learning. From as young as I can remember throughout elementary school, I found joy through engaging in science experiments for science fair, reading about different worlds through literature, and challenging myself in the math problems of the week. My schedule was filled with additional enriching activities and clubs, where I learned how to cook, lived history through American Girl stories and activities, danced in the drill team, and played baseball with the boys on the YMCA team my dad coached. During the summer, there was nothing better than going to Sam’s Club and getting a math or science workbook to learn more, working on a puzzle at the kitchen table, or earning free pizzas and prizes through Pizza Hut’s Book It! and the local library challenges and events.
I stayed busy in the routine. There was satisfaction in identifying patterns and reinforcing them through getting the right answers or doing the right skill. There was safety in consistency. I found comfort in routine and structure and would try to connect what I had experienced with what I was learning in the moment. I gravitated towards ideas that followed patterns. If a pattern was disrupted, I would usually get flustered, my anxiety would rear its ugly head in the form of heart palpitations, vertigo, and difficulty breathing. Transitioning to middle school, the same perspective on learning applied but we were preparing for a rigorous high school program.
I think about Mrs. Nelson, my 6th grade English teacher, who taught us how to actively engage in reading and writing. We had songs to remember prepositions and conjunctions, were given charts to help us write fiction, and were taught about prefixes and suffixes in an organized manner. While there were often times of creativity and openness, I would fall back to books I had read, stories I had written, and television shows and movies I had watched to create and apply patterns.
I also think about Mrs. Like, who taught us logic and proofs using Latin terminology in 8th grade math. Although I cannot recall any specific terms, I distinctly remember how much fun I had on what others found challenging because I could follow a routine and use the appropriate pieces at the right time. If something did not fit the proof, I would try something else because knowing there was a limited number of tools or pieces to use meant a clear end, no unresolved logic.
I believe education is an opportunity for more doors to be opened, more knowledge to explore, so I applied to be a part of the International Baccalaureate (IB) program at the neighborhood high school. The IB program was established in 1968 to create open and enlightened minds through programs crafted to suit students who flourish physically, intellectually, emotionally, and ethically (IB’s 50th Anniversary, n.d.; International Baccalaureate Organization, 2019).
The program describes their students as “inquirers, principled, open-minded, caring, risk-takers, balanced, reflective” (IBO, 2022). These descriptors are elaborated on in IB’s Learner Profile. This program was different than the Advanced Placement (AP) program, which focuses on content, assessing through multiple-choice questions and short free-response questions after taking a single semester or year-long class. IB focuses on depth, assessing through extended writing and projects after taking a subject over multiple years (Rutz, 2023). For me, this program really extended my thinking to the “why” behind knowledge and I started to embody the program’s description of their learners, even through my grade-driven fixed mindset. Our classes were designed to span over years, taking tests to gauge our understanding of why through projects and written response to in-depth prompts. Here are a few assessments I had.
- I connected biology, physics, and chemistry by creating and conducting a lab experiment about pollution’s effects on plant growth.
- I drew conclusions about the connections between Gustav Holst’s “The Planets” and Glenn Miller’s work, writing an analysis of the relationships between their masterpieces and their associated time periods and geography influence.
- I related my love of cheerleading and tumbling to the mathematical patterns shown through performing a series of skills and presented my calculations in a report.
- I chose to write an extended essay on Ken Kesey’s One Flew Over the Cuckoo’s Nest and the 1960s American society.
- J’ai parlé avec mon professeur de français à propos la matierè du cheerleading et il l’a enregistré. (Translation: I talked with my French teacher about cheerleading, and he recorded it.)
- I devoted Saturday mornings to volunteer at the local rabbit sanctuary, engaging in service learning for over a year and participating in the organization’s fundraising event.
These are just a few of the many projects and writings I engaged in over the four years of high school because there was a lot to learn, a lot to explore, a lot of time to fill and lengthen my resume for college with all of the extracurriculars along with exceptional grades. I felt stronger in math and science because they follow patterns that I can test, adapt, and retest with new information or changing variables. Music and French made me feel sophisticated and more well-rounded. My weaknesses were English and history because they include facets of human nature that are illogical and do not always make sense. Reflecting back on these learning experiences, one unique component of the IB program was a class called Theory of Knowledge. Learning about learning, reading about the different aspects of knowledge (like in these sample chapters, Knowledge and the Knower and Knowledge and Technology), and discovering where knowledge comes from beyond facts opened my eyes. It pushed me to write a paper on how numbers do not truly exist without context, but we can use that concrete context to transition to abstract ideas such as algebraic manipulation without needing to apply a physical entity to numbers.
I also think about Mr. Lines, my high school physics teacher, who challenged my perfectionism and satisfaction in playing the game of grades through his exploratory instructional style, ultimately encouraged me to go to college for mechanical engineering. A detour happened though.
While I could not tell you the reason why at the time, I attended Houston Baptist University (now Houston Christian) and was set to double major in physics and secondary education. The classes I took felt basic, the social groups I joined felt mostly fake and forced, so my first-year college experience felt lost. I later realized that while I did not learn about facts or information that followed patterns, I learned how to address my anxiety and depression, which was anything but organized and structured. These mental health disorder symptoms came from the disorder that I tried so desperately to organize, categorize, rationalize according to the way I learned about the world and myself. What really helped was the routine in the support I had of friends and family, my twice-a-week therapy sessions, and the medication to help adjust my brain’s chemical imbalance. I identified triggers and past experiences that led me to where I was and could finally utilize my analytical brain to bring me back to myself again. As I got better, I decided I needed more of an academic push like I had gotten in high school. I transferred to Texas A&M to get the mechanical engineering degree Mr. Lines initially suggested I go for. I had now learned more about how I think, and could calmly think through events that used to cause me to spiral into panic attacks, so my brain was free to fill up again with more knowledge to build more connections into my schema.
Mechanical engineering was a lot of reading textbooks, attending lectures, writing lab reports, and collaborating with peers to study. As I became comfortable with my routine and structure and found equilibrium, I would introduce something else into my life to temporarily disrupt it, like being a resident assistant, so I could continue to engage and learn from others to balance myself out again. These interactions led me to volunteer tutoring fellow college students as well as local middle school students and through those experiences, I realized that getting my degree was not about getting into the engineering field, but challenging myself so that I could be a better teacher. Teaching others to understand and love the subjects I understand and love were part of my learning process too. If I had not had the privilege of serving others through tutoring, I would have never learned my deep passion for serving others through education.
I got into education through Teach For America, where learning how to be a teacher meant being thrown into the fire of summer school and learning on the job. The three years I spent in 6th grade science were transformational and shaped me into the teacher I am, building off the learner I had always been. Life caused me to leave this school and go for high school mathematics. When I interviewed for my current high school position and got to the end of the interview, I was given the chance to ask my own questions and conduct my own interview. The first thing I asked about was what professional development opportunities our campus and district provided because this is something I have valued since the first day in the classroom in the summer of 2012. I still wanted to learn and was thrilled to hear about all of the opportunities this district had. I am known for attending excessive amounts of professional development and consistently been the teacher who has the most hours at the end of the year. My mindset going into these sessions is that I will learn at least one new thing and be able to incorporate or adapt it into my current routines and structures. I also tend to go to similar trainings so I can reinforce what I have learned through experience and other professional development by recognizing patterns between the sessions.
I have always believed that as humans, we try to make order out of chaos,
and learning is a way to do this.
and learning is a way to do this.
The teachers that impacted me the most created learning opportunities to discover and experience the world but in a controlled, structured setting where I could fall back to what I have known before and slowly reach outside of my comfort zone from that place of safety. Even the number of analogies I use in my writing is another example of my connection building and pattern reinforcement habits. It was not until exploring learning theories in writing my learning philosophy that I realized I strongly identify with Jean Piaget’s cognitivist theory.
Piaget identifies four stages of cognitive development:
- Sensorimotor
- Preoperational
- Concrete operational
- Formal operational (Acosta, 2022; Ertmer & Newby, 2008; Mcleod, PhD, 2022; Michela, 2022; Ojose, 2008; Piaget, 1970; Schunk, 2012)
Through my experience, I can see my personal development through these stages, clearly nurtured and encouraged by my environment. These stages happened at different times for different subjects or aspects of my life. Reading about how Piaget’s theory emphasizes the thinking and mental processes of learning, regardless of the subject manner, resonates with my love for teaching mathematics (Acosta, 2022). Although cognitivism is the biggest in math, a subject rooted in identifying and applying patterns, every so often, the other learning theories like behaviorism or constructivism come into play, because each theory has components of the others (Ertmer & Newby, 2008).
This is important to consider because my innovation plan, teaching 21st century skills in a blending learning environment through the lens of mathematics, requires different aspects of behaviorism and constructivism, in addition to my comfort of cognitivism. Teaching characteristics and skills cannot be explicitly done but providing students experiences in attempting to apply a 21st century skill, such as collaboration or communication, builds into the formal operational stage they should be in in the cognitive learning theory but needs support from behavior reinforcement and constructing new ideas when interacting with others. According to McLeod (2022), classroom activities that enhance the last stage of Piaget's cognitive learning theory include “hypothesis testing, abstract thinking, problem solving, discussion and debate, and questioning and feedback develop the cognitive skills over time” (McLeod, 2022, Applications to Education section, Formal Operational Stage subsection). These are the activities I thoroughly enjoyed in school, so it is easier for me to consider how to incorporate these into my classroom routine. Structure is needed to free the mind to think about thinking, address common misunderstandings or misconceptions based on past experience and “data”. A blended learning environment also includes elements of Mayer’s Theory of Multimedia Learning.
Knowing specific, concrete things to attempt to implement are just like my learning; I find comfort and safety in routines and slowly step outside of my comfort zone to grow and learn more.
Shaped by one's learning philosophy, a teaching philosophy focuses on the specific implementation of strategies and adaptation of feedback and experience and how it aligns with effective student learning.
My Big Picture Goal is that 100% of students will self-report growth in at least one of the 21st century skills through a personal reflection compilation by the end of the school year. Knowing Piaget’s cognitive learning theory and how I embody that perspective really have elevated my drive to keep reading and learning about how this theory applies to a mathematics classroom and can successfully bolster a student’s learning experience to build into the future.
As humans, we try to make order out of chaos.
Learning by making connections through experience and patterns has provided me stability and safety for the future and students deserve that same opportunity.
Learning by making connections through experience and patterns has provided me stability and safety for the future and students deserve that same opportunity.
Annotated Bibliography
Acosta, K. (2022, January 28). Piaget’s stages of cognitive development. Forbes Health.
https://www.forbes.com/health/mind/piagets-stages-of-cognitive-development/.
Acosta (2022) writes about the professional perspectives of board-certified psychiatrists Je Ajayi, M.D. and Alex Dimitriu, M.D., laying out the background and foundation of Jean Piaget’s studies on child cognitive development. They reiterate that Piaget focused on the mental processes and perspectives rather than on the specific information learned. There are disagreements that the stages do not follow the chronological progression Piaget suggests because of external factors, such as culture and society’s influence on a child’s learning environment. Understanding these stages can support a child through new experiences and situations. |
Ertmer, P. A., & Newby, T. J. (2008). Behaviorism, cognitivism, constructivism: Comparing critical features
from an instructional design perspective. Performance Improvement Quarterly, 6(4), 50–72. https://doi.org/10.1111/j.1937-8327.1993.tb00605.x.
Knowledge theories date back to Aristotle and Plato, who represent two opposing sides of acquiring knowledge. Aristotle argues knowledge comes from our senses’ interaction with the environment, while Plato insists it comes from rational reasoning. The main theories of behaviorism, cognitivism, and constructivism are analyzed through responding to the following questions: 1) How does learning occur? 2) Which factors influence learning? 3) What is the role of memory? 4) How does transfer occur? 5) What types of learning are best explained by this theory? 6) What basic assumptions/principles of this theory are relevant to instructional design? and 7) How should instruction be structured to facilitate learning? (Ertmer & Newby, 2008). This organizational structure made connections between the theories easier to identify and follow and ultimately revealed that there are glimpses of each theory in all theories, but different components of learning are more stressed in one versus another. |
Handal, B. (n.d.). Philosophies and pedagogies of mathematics.
https://education.exeter.ac.uk/research/centres/stem/publications/pmej/pome17/handal.htm.
Handal (n.d.) writes how the philosophical viewpoints of foundationalism and quasi-empiricism mirror pedagogical theories of behaviorism and socio-constructivism. The foundationalist movement follows logic, symbolism, and intuition but the quasi-empirical approach considers mathematics as constructed through realistic and imperfect societal constructs. Behaviorism highlights traditional rote-memorization to transfer knowledge in a teacher-centered setting while socio-constructivism focuses on the experience of exploring and engaging in schema to adapt and construct new ideas. Mathematics teachers should consider how their perception of mathematics has a bias towards behaviorism. |
Lessani, A., Suraya Md. Yunus, A., & Bt Abu Bakar, K. (2017). Comparison of new mathematics teaching
methods with traditional method. PEOPLE: International Journal of Social Sciences, 3(2), 1285–1297. https://doi.org/10.20319/pijss.2017.32.12851297.
Lessani et al. (2018) describe how the different learning theories, including behaviorism, cognitivism, and constructivism, influence mathematics education and how students learn. There is consensus that behaviorist models dominate most classroom environments, but the cognitivist approach incorporates more in-depth problem solving, following a series of steps: understanding the problem, determining a plan to solve the problem, executing the plan, and then reflecting on how well the plan solved the problem (Lessani et al., 2017). Observing teachers with various years of experience revealed all theories are represented, but when students are within environments that are not behaviorist, they reported less anxiety in examinations. This counters the misconception that implementing higher-order thinking tasks takes away from standardized testing preparation but in reality, it enhances a student’s experience to adapt to new challenges and problems. |
McLeod, PhD, S. (2022, November 3). Jean Piaget’s theory of cognitive development: 4 stages.
SimplyPsychology. https://www.simplypsychology.org/piaget.html#:~:text=Children%20progress%20through%20four%20distinct.
McLeod’s (2022) psychology article organizes Piaget’s four stages of child development into specific goals: object permanence in the sensorimotor stage, symbolic thought in the preoperational stage, logical thought in the concrete operational stage, and scientific reasoning in the formal operational stage. Differences in cultures and gender norms are also considered, particularly how stereotypes can play into perception. Nature versus nurture is also discussed, but the active participation a child has in their environment and adapting existing schemas to solve new problems gives motivation to keep learning. Classroom activities that include hypothesis testing, abstract thinking, problem solving, discussion and debate, and questioning and feedback develop the cognitive skills over time (McLeod, 2022). |
Michela, E. (2022). Cognitivism. Education Research.
https://open.byu.edu/education_research/cognitivismj.
Michela (2022) focuses on the dual memory model between working (short-term) memory and long-term memory and how it is embedded in cognitivism. Perception and executive processes in working memory link to the encoding of long-term memory. Understanding working memory as four elements (mental attention and resources, verbal and audio information, visual and spatial information, and integration of information from previous experiences) . |
Ojose, B. (2008). Applying Piaget’s theory of cognitive development to mathematics instruction. The
Mathematics Educator, 18(1), 26–30. https://files.eric.ed.gov/fulltext/EJ841568.pdf.
This paper summarizes Ojose’s (2008) presentation at the 2005 National Council of Teachers of Mathematics about how Piaget’s cognitive development theory identifies four distinct stages of children’s cerebral progression: sensorimotor, preoperational, concrete operational, and formal operational. These various stages connect to the mathematical progression students should experience in the academic settings, including quantities of objects relating to numbers, engaging in manipulations of objects to represent manipulation of numbers, classifying numbers in a variety of ways, and applying originally abstract numbers to hypothetical situations. While Piaget places the stages chronologically with age ranges of development, it is realistic to consider that in any given classroom, students could be at different stages and teachers should consider how to reach students by adjusting teaching strategies. |
Piaget, J. (1964). Part I: Cognitive development in children: Piaget development and learning. Journal of
Research in Science Teaching, 2(3), 176–186. https://doi.org/10.1002/tea.3660020306.
Piaget (1964) identifies the difference between development and learning. Development focuses on the biological growth, but learning is activated by external situations and does not occur naturally without the stimulation. However, Piaget argues that development supports learning. Piaget says, “to know an object is to act on it” and have the ability to understand changes to the object, rather than creating the mental picture. He provides a number of analogies and examples to illustrate his identified stages. |
Schunk, D. H. (2012). Learning theories: An educational perspective (6th ed.). Pearson.
Schunk (2012) defines learning and describes what it looks like as we see it happen in the classroom through experience and assessments. Before visiting the learning theories of behaviorism, social cognitive theory, information processing theory, constructivism, and cognitive learning processes, the science behind the brain and how it impacts memory, learning, and emotions is introduced. Piaget’s stages are analyzed in detail, including how authentic learning happens when children experience small amounts of conflict. These conflicts disrupt equilibrium, requiring a child to assimilate or accommodate their schema to meet the new experience. This reinforces that the unfamiliar and uncomfortable are necessary to build learning.
|
Thompson, P. (2019). Foundations of educational technology. Oklahoma State University Libraries.
https://doi.org/https://doi.org/10.22488/okstate.19.000002.
Dr. Penny Thompson (2019) introduces a variety of learning theories, including behavior, cognitive, and social theories of learning, as well as attribution and self-determination theories and how they connect to the instructional design in incorporating educational technology. Piaget’s four stages of cognitive development are summarized and then expanded by introducing Atkinson and Schiffrin’s Information Process Theory, Sweller’s Cognitive Load Theory, and Mayer’s Cognitive Theory of Multimedia Learning. These connected perspectives solidify the benefits of a blended learning classroom by accentuating authentic learning experiences necessary for students to actively learn through engaging with how they think about what they are learning. |
References
Acosta, K. (2022, January 28). Piaget’s stages of cognitive development. Forbes Health.
https://www.forbes.com/health/mind/piagets-stages-of-cognitive-development/
Adopt Sari on Petfinder. (n.d.). Petfinder. https://www.petfinder.com/rabbit/sari-65034929/tx/garland/north-texas-rabbit-sanctuary-tx780/
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Bastian, S., Kitching, J., & Sims, R. (n.d.-b). TOK sample - knowledge and the knower 1.1. FlippingBook; Pearson. https://online.flippingbook.com/view/412965/
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Ertmer, P. A., & Newby, T. J. (2008). Behaviorism, cognitivism, constructivism: Comparing critical features
from an instructional design perspective. Performance Improvement Quarterly, 6(4), 50–72. https://doi.org/10.1111/j.1937-8327.1993.tb00605.x
Handal, B. (n.d.). Philosophies and pedagogies of mathematics.
https://education.exeter.ac.uk/research/centres/stem/publications/pmej/pome17/handal.htm
Handspring Clinic. (n.d.). Twister Sports. https://twistersports.com/event/handspring-clinic-2/
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Lessani, A., Suraya Md. Yunus, A., & Bt Abu Bakar, K. (2017). Comparison of new mathematics teaching
methods with traditional method. PEOPLE: International Journal of Social Sciences, 3(2), 1285–1297. https://doi.org/10.20319/pijss.2017.32.12851297
Kacz, T. (2017). Mayer’s theory of multimedia learning [YouTube Video]. In YouTube. https://www.youtube.com/watch?v=0aq2P0DZqEI
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McLeod, PhD, S. (2022, November 3). Jean Piaget’s theory of cognitive development: 4 stages.
SimplyPsychology. https://www.simplypsychology.org/piaget.html#:~:text=Children%20progress%20through%20four%20distinct
Michela, E. (2022). Cognitivism. Education Research.
https://open.byu.edu/education_research/cognitivismj
Ojose, B. (2008). Applying Piaget’s theory of cognitive development to mathematics instruction. The
Mathematics Educator, 18(1), 26–30. https://files.eric.ed.gov/fulltext/EJ841568.pdf
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Research in Science Teaching, 2(3), 176–186. https://doi.org/10.1002/tea.3660020306
Piaget, J. (1970). Science of education and the psychology of the child. New York: Penguin Books.
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Thompson, P. (2019). Foundations of educational technology. Oklahoma State University Libraries.
https://doi.org/https://doi.org/10.22488/okstate.19.000002
https://www.forbes.com/health/mind/piagets-stages-of-cognitive-development/
Adopt Sari on Petfinder. (n.d.). Petfinder. https://www.petfinder.com/rabbit/sari-65034929/tx/garland/north-texas-rabbit-sanctuary-tx780/
Bastian, S., Kitching, J., & Sims, R. (n.d.-a). Theory of knowledge 3rd edition. Pearson. https://www.pearson.com/content/dam/one-dot-com/one-dot-com/international-schools/pdfs/international-baccalaureate/theory-of-knowledge/Theory-of-Knowledge-sample-chapter.pdf
Bastian, S., Kitching, J., & Sims, R. (n.d.-b). TOK sample - knowledge and the knower 1.1. FlippingBook; Pearson. https://online.flippingbook.com/view/412965/
Brain quest workbooks | brain quest english | brain quest cards - card - aliexpress. (n.d.). Aliexpress.us. https://www.aliexpress.us/item/2255801160659614.html?gatewayAdapt=glo2usa4itemAdapt
Campbell, J. (2020, October 20). How my mom scammed pizza hut’s BOOK IT! Program to feed our family. Medium. https://jamiecampbellcomedy.medium.com/how-my-mom-scammed-pizza-huts-book-it-program-to-feed-our-family-4aba83c0ee7
Ertmer, P. A., & Newby, T. J. (2008). Behaviorism, cognitivism, constructivism: Comparing critical features
from an instructional design perspective. Performance Improvement Quarterly, 6(4), 50–72. https://doi.org/10.1111/j.1937-8327.1993.tb00605.x
Handal, B. (n.d.). Philosophies and pedagogies of mathematics.
https://education.exeter.ac.uk/research/centres/stem/publications/pmej/pome17/handal.htm
Handspring Clinic. (n.d.). Twister Sports. https://twistersports.com/event/handspring-clinic-2/
IBO. (2022, December 19). Learner profile for IB students | international baccalaureate®. International Baccalaureate®. https://www.ibo.org/benefits/learner-profile/
IB’s 50th anniversary. (n.d.). The International Baccalaureate. https://www.ibo.org/50years/#1968
International Baccalaureate Organization. (2013). IB learner profile. https://www.ibo.org/contentassets/fd82f70643ef4086b7d3f292cc214962/learner-profile-en.pdf
International Baccalaureate Organization. (2019). Diploma programme (DP). International Baccalaureate. https://www.ibo.org/programmes/diploma-programme/
Lessani, A., Suraya Md. Yunus, A., & Bt Abu Bakar, K. (2017). Comparison of new mathematics teaching
methods with traditional method. PEOPLE: International Journal of Social Sciences, 3(2), 1285–1297. https://doi.org/10.20319/pijss.2017.32.12851297
Kacz, T. (2017). Mayer’s theory of multimedia learning [YouTube Video]. In YouTube. https://www.youtube.com/watch?v=0aq2P0DZqEI
Ken Kesey - One flew over the Cuckoo’s Nest. A Novel - 1990. (n.d.). Arcana Cabana. Retrieved July 10, 2023, from https://www.arcanacabana.com/en/ken-kesey-one-flew-over-the-cuckoos-nest-1990.html
McLeod, PhD, S. (2022, November 3). Jean Piaget’s theory of cognitive development: 4 stages.
SimplyPsychology. https://www.simplypsychology.org/piaget.html#:~:text=Children%20progress%20through%20four%20distinct
Michela, E. (2022). Cognitivism. Education Research.
https://open.byu.edu/education_research/cognitivismj
Ojose, B. (2008). Applying Piaget’s theory of cognitive development to mathematics instruction. The
Mathematics Educator, 18(1), 26–30. https://files.eric.ed.gov/fulltext/EJ841568.pdf
Piaget, J. (1964). Part I: Cognitive development in children: Piaget development and learning. Journal of
Research in Science Teaching, 2(3), 176–186. https://doi.org/10.1002/tea.3660020306
Piaget, J. (1970). Science of education and the psychology of the child. New York: Penguin Books.
Rutz, J. (2023, August 23). The differences between AP and IB. U.S. News & World Report. https://www.usnews.com/education/articles/the-differences-between-ap-and-ib#:~:text=%E2%80%9CStudents%20have%20to%20own%20the,than%20AP%20classes%2C%20he%20says.
Schunk, D. H. (2012). Learning theories: An educational perspective (6th ed.). Pearson.
Sprouts. (2018). Piaget’s theory of cognitive development [Youtube Video]. In YouTube. https://www.youtube.com/watch?v=IhcgYgx7aAA
The Editors of Encyclopedia Britannica. (2019). Glenn Miller | American composer and musician. In Encyclopædia Britannica. https://www.britannica.com/biography/Glenn-Miller
The Ohio State University. (2019, November 6). Nature might be better than tech at reducing air pollution. Nature Might Be Better than Tech at Reducing Air Pollution ; The Ohio State University. https://news.osu.edu/nature-might-be-better-than-tech-at-reducing-air-pollution/
Thompson, P. (2019). Foundations of educational technology. Oklahoma State University Libraries.
https://doi.org/https://doi.org/10.22488/okstate.19.000002