Effective Teaching Methods
The most effective teaching methods for coding, the subject I would like to teach, is hands-on learning, modeling, and real-time practice. Coding is a subject where students learn better by doing, not simply by listening. If a student were to just listen, they would get lost and confused very quickly because of all the coding lingo and being unable to see the code come together. In my experience, students understand coding concepts much more clearly when they can watch the teacher write the code step-by-step and then try it themselves immediately or while the code is being taught. This “I do, we do, you do” structure helps everything click faster because students can follow the logic, see the results live, and connect cause and effect in the code. Hands-on coding also gives students an immediate sense of success and progress. When they type code and see it appear on a real webpage, it makes the learning feel concrete instead of abstract. Research on active learning supports this approach, students retain more when they engage directly with material rather than passively observing (Freeman er al., 2014). Coding is naturally interactive, so real-time practice, experimentation, and debugging are essential parts of the learning process. These methods also help students build confidence because they can instantly see what works, what doesn’t, and how to fix it. For these reasons, hands-on, live coding practice is at the heart of my teaching approach.
Purpose of Education Educational and Instructional Design Philosophy
Education is one of the most powerful tools we have for helping people grow, understand themselves, and find their place in the world. My educational and instructional design philosophy is shaped by the belief that learning should feel meaningful and accessible for every student, not something they simply “get through.” I believe students thrive when the learning environment feels supportive, interactive, and connected to their lived experiences. Through my own experience, those were some of the very things that helped me succeed the most and enjoy what I was doing. I could actually see a future in coding and looked forward to it. My approach is grounded in progressivism and constructivism, two philosophies that emphasize active learning, real-world application, and student involvement. These ideas influence how I design lessons, choose activities, and create opportunities for students to succeed.
Purpose of Education
To me, the purpose of education is to help students build the skills and confidence they need to navigate the world and not just academically, but personally and socially. I see education as a way to give students tools they can take into adulthood: critical thinking, communication, problem solving, and the ability to adapt. This belief aligns with progressivist philosophy, especially the work of John Dewey, who argued that education should prepare learners for real situations and active citizenship. I connect with this idea because I don’t want learning to feel disconnected from students’ lives. When students understand why they are learning something, they are more motivated and engaged. Research on 21st-century skills also supports this purpose, showing that learners need flexible thinking and collaboration to be successful in today’s world (Trilling & Fadel, 2009). For this reason, I design instruction that encourages students to apply concepts, solve problems, and understand how their learning matters outside the classroom.
How Students Learn Best
From my experience, and from what research supports, students learn best when they are actively participating in the learning process rather than just receiving information. I strongly believe that students bring valuable background knowledge, experiences, and strengths to the classroom. My teaching connects with constructivist theory, which emphasizes that learners build understanding through interaction, exploration, and making sense of information in their own way. Vygotsky’s (1978) idea of the Zone of Proximal Development also resonates with me: students grow most when they are challenged just beyond their comfort zone but still supported. Active learning research shows that students remember more and perform better when they work through concepts themselves and whether through discussion, hands-on tasks, or collaboration (Freeman et al., 2014). I see this play out when students ask questions, share their ideas, and learn from each other. It also stands out through discussion posts and peer-to-peer feedback. It becomes clear that learning is not a one-way process. Students need opportunities to think, test ideas, and make mistakes in a safe environment. It is because of this belief that I aim to create instruction that encourages exploration, reflection, and participation.
My Goals When Teaching and Designing Instruction
My main goal when designing instruction is to make learning clear, engaging, and meaningful. I want students to know exactly what they are learning, why they are learning it, and how they can apply it. I also want them to feel supported both academically and emotionally because a positive learning environment has a major impact on student success. I believe instructional design should be intentional, organized, and flexible. Every activity should connect to learning goals, but also be adaptable to different learners’ needs. Progressivism influences my goal of creating real-world connections, and constructivism shapes the way I design lessons that build on prior knowledge and encourage student involvement. I aim to design instruction that offers multiple ways to access material, because students do not all learn the same way. Differentiation, choice, and scaffolding are essential. I also value routine and structure, because clear expectations help students feel more confident as learners.
The Most Important Aspects of My Teaching
The most important aspects of my teaching are building relationships, creating a safe and inclusive environment, keeping learning clear and organized, and making learning meaningful. I believe students do better when they feel cared for, respected, and understood. Connection makes a difference. I also value accessibility and inclusion. I want every student,regardless of background, ability level, or learning style to feel that the classroom is a place where they belong and can succeed. I also believe that curiosity and confidence matter. Part of my job as an educator is to help students feel capable, even when the material is challenging. When students believe they can learn, they usually do.
In Conclusion
My educational and instructional design philosophy is centered on the idea that all students can learn when instruction is meaningful, supportive, and connected to their lives. Guided by progressivism and constructivism, I design learning experiences that encourage exploration, collaboration, and real-world application. This philosophy aligns with qualities that many academic and organizational environments value today, such as student-centered teaching, inclusivity, and the ability to design engaging and purposeful instruction. Ultimately, I want to create spaces where students feel capable, inspired, and ready to grow, not just academically but as individuals.
References
Dewey, J. (1938). Experience and education. Macmillan.
Freeman, S., et al. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410–8415.
Hammond, J., & Gibbons, P. (2005). Putting scaffolding to work: The contribution of scaffolding in articulating ESL education. Prospect, 20(1), 6–30.
Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. Jossey-Bass.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Ashley Leroul 