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Keven’s Personalized Learning Theory
Hanna Perry
Liberty University School of Education
EDLC 504
Dr. Joan Cox
December 10, 2023
Author Note
I have no known conflict of interest.
Correspondence regarding this paper can addressed to Hanna Perry at
mprockperry@liberty.edu
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Keven’s Personalized Learning Theory
Introduction
Keven, a sixth-grade student, leads a transient lifestyle due to his mother’s service in the United
States military. Despite demonstrating learning potential in other areas, Keven’s grades have
been below-average. Keven’s performance in math has reached a critical point resulting in failing
grades. Ms. Johnson, Keven’s teacher, is concerned about Keven’s ability to pass the state
standardized math test in three month’s time. Keven declined to participate in Ms. Johnson’s
incentive programs. When Ms. Johnson approached Keven’s father with her concerns, he seems
fatigued and disinterested in Keven’s academic struggles. Keven has previously failed his fifth
grade math course, so it is evident Keven is grappling with severe academic struggles. Keven’s
situation urgently requires a personalized approach; this paper will work to propose, analyze, and
recommend a tailored learning plan to meet Keven’s needs. This recommendation will be
grounded in principles of great learning theorists while also considering the most effective
teacher Keven may need, as well as an optimal learning strategy grounded in Biblical backing.
Effective Teacher
Character Development
Based upon the information provided, it seems that Keven’s teacher, Ms. Johnson may
need to implement some personal changes to be an effective teacher for Keven. Keven's
emotional state is significantly impacted by the dual stressors of his mother's military
deployment and his father's subsequent role as the primary caregiver for him and his two
siblings. To be the most effective teacher for Keven, Ms. Johnson needs to follow some of Albert
Bandura’s theories of social learning. Bandura focuses on how modeling and observation can
shape a student’s behavior (Akpan & Kennedy, 2020, p. 86). In the modeling stage specifically,
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Bandura notes the importance of having a positive role model can significantly shape a child’s
learning and subsequent actions. In Keven’s case, he may need a role model who is more focused
on him. Ms. Johnson can be this role model by showcasing positive traits; such as compassion,
empathy, responsibility, and accountability. Ms. Johnson could make opportunities within the
classroom to help students connect with each other to foster empathy and compassion.
Another thing Ms. Johnson can do is encourage Keven and other students in the
classroom to take responsibility for their learning by including activities that appeal to them
while also being accountable to do those activities. Keven may also feel unattached to the
classroom due to his consistent moving from school to school. In that case, it may be beneficial
for Ms. Johnson to find ways to create a more inclusive environment with a mutual sense of
respect and understanding among not only herself as the teacher, but also among the students in
the classroom.
Engaging with Students
As a teaching professional, Ms. Johnson will meet students with all different types of
learning needs. Some may be English Language Learners, be impacted by trauma or have
Individualized Education Programs (IEPs). It is important to incorporate different strategies to
help all levels of students. Since Keven is showing a lack of mastery in math, implementing
different strategies may make all the difference.
One strategy that Ms. Johnson may want to try is the scaffolding technique. This method
was introduced by Lev Vygotsky in the 1920's (Heberlea et al., 2020, p. 176). The scaffolding
technique is not synonymous with teacher help, but instead is a “just in time” intervention for
students with academic struggles (Gonulal & Loewen, 2918, p. 3). The scaffolding technique is a
knowledgeable person (teacher, peer or tutor as examples) who provides structured support to
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help a student achieve a level of success that they otherwise would not be able to get to on their
own. This support is reduced over time as the student gains competence and confidence in the
subject and becomes more independent.
Ms. Johnson could also implement differentiated instruction. Differentiated instruction is
an instructional strategy that involves tailoring content to meet the needs of the student, in this
case, Keven. Keven likes to do karate and skateboarding, so he may be more of a kinesthetic
learner versus audio or visual. Implementing more hands-on activities for Keven may make all
the difference.
Self-Efficiency
Keven needs to improve his self-efficiency. According to Bandura, self-efficiency is
one’s belief that they can complete certain tasks, achieve goals or how they handle challenging
situations (Gallagher & Lopez, 2018, p. 47). Self-efficiency is goal oriented. To help build
Keven’s self-efficiency, Ms. Johnson needs to set clear expectations, provide clear/consistent
feedback, celebrate success and help foster a growth mindset. By setting clear expectations, Ms.
Johnson sets challenging - but achievable - goals to help grow. Providing clear and consistent
feedback lets Keven know where his strengths are and where he may need to improve.
Celebrating success with Keven is a positive reinforcement tactic. The more genuine/exciting the
praise that Keven receives, the more likely he is to repeat the behavior. Lastly, by fostering a
growth mindset, Ms. Johnson is encouraging students to believe in their ability to learn and grow.
All of these are important for Keven, but also helpful for other students in the learning
environment.
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Developing Relationships
Since the end of the year testing is three months away, it is fair to believe that Ms.
Johnson has attempted to build relationships with her students. Building interpersonal
relationships is something that everyone can improve on, especially because it is such a vital
process to life. Ms. Johnson can improve building relationships with students by getting to know
her students, build rapport, communicate effectively, and be a positive presence. By getting to
know her students, Ms. Johnson can find out what their interests and likes are. This is helpful
information to know when she is building incentive programs for students. If the incentive is
something that the students care about, it is more likely to work.
Ms. Johnson can build rapport and in turn build mutual trust and respect between her and
the students in her classroom. Ms. Johnson needs to communicate effectively. This means that
she speaks to her students in a clear and concise, but respectful, manner every time.
Ms. Johnson can also help by being a positive presence in her student’s lives. In Keven’s
case, Ms. Johnson may be the only consistent female figure that he has since his mother is
currently deployed on a mission with the United States military. Ms. Johnson also needs to be
patient and understanding, switching from so many schools in so few years can be difficult and
makes transitioning hard. Due to Keven’s circumstances, Ms. Johnson needs to be collaborative.
Keven’s father has a lot on his plate, but that does not mean he should be complacent with his
son’s struggles. Ms. Johnson needs to continue to involve Keven’s father, as well as professionals
like the school counselor or school psychologist to help Keven adjust to all of the changes in his
life. This is a twelve year old after all.
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Learning Environment
Direct Instruction
The way information is passed between a teacher and their students is just as important as
how a teacher interacts with her students. In Keven’s case, implementing different instruction
strategies can be helpful. As noted previously, Bandura’s theory of social modeling and
observation may help explain what Keven needs in order to succeed. Some ideas that may help
Keven are clear or concise explanations, frequent modeling and both guided and independent
practice. By giving clear and concise explanations, Ms. Johnson is reaffirming the information
taught and explaining the concept, thus giving Keven double the exposure.
The next strategy is based upon a concept by Vygotsky. Vyhotsky’s concept is the zone of
proximal development. The zone of proximal development is a concept that suggests students
(like Keven) can accomplish tasks with a more skilled or knowledgeable person that they
otherwise would not be able to complete themselves (Eun, 2018, p. 20). In order for this to
happen, large tasks would be broken down into smaller, more manageable steps. Breaking down
mathematical concepts into smaller steps may greatly benefit Keven for a multitude of reasons.
By doing this, it is allowing Keven to grasp each component before tackling a larger abstract
concept. It also helps reduce a student’s cognitive load and makes it less likely for them to get
overstimulated or overwhelmed. This way, the student can focus their cognitive resources on
understanding before moving onto the next concept.
Another strategy Ms. Johnson can frequently model during guided practice time. By
frequently modeling, Ms. Johnson gives Keven more time with the material and this could act as
scaffolding support for Keven. By modeling during guided practice, this is an opportunity for
Ms. Johnson to provide direct feedback to Keven and other students. Ms. Johnson can assign
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independent work to Keven as well. By assigning independent practice, it allows Keven to
solidify his understanding of concepts thus slowly helping him master them.
Technology
Technology is an ever present asset in today’s schools. Since Keven enjoys playing video
games, incorporating technology may help him get interested in math. One way this could be
done is through educational applications and websites. By using games, it enriches the learning
environment and thus makes learning more enticing or appealing (Zeng et al., 2020, p. 187). This
allows access to interesting and imaginative learning opportunities that Keven may have not
thought of or been exposed to before. Educational videos may also be a great tool to use! These
kinds of videos are brief in nature, but give another way of explaining concepts to Keven. The
last tool Ms. Johnson could use is math manipulatives to help Keven visualize math concepts.
According to Jean Piaget’s theory, Keven may still be in the concrete operational stage. This
stage is typically ages seven to eleven; in it, children can understand simple cause and effect as
well as conservation, but abstract concepts are still difficult to understand (Lefa, 2014, p. 5). If
Keven is in the concrete operational stage manipulatives will help make the abstract concept
more tangible.
Motivation
Since Keven declined to participate in Ms. Johnson’s incentive program, it’s important to
find something that works for him individually. Keven may have not been interested in the
incentives if it was a group activity because he is new to the school and may not have made
friends. The first motivational tool that can benefit Keven is positive reinforcement. Positive
reinforcement can come in many different ways; it may be a few minutes of allowing Keven to
play his favorite game or snacking on his favorite treat when he does well on an assignment. Ms.
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Johnson could survey Keven to see what his likes are and build a plan from there. Another tool
that Ms. Johnson could use is to make math relevant to Keven and show Keven how math is a
part of everyday life. An example of this could be figuring out what angles Keven has to bend
his arms or legs at when doing Karate. Ms. Johnson could also make math problems based upon
skateboarding or Keven’s favorite video game character. By making math more relevant, Ms.
Johnson is also making it more engaging for Keven.
The last tool that Ms. Johnson could use is to set realistic goals and help Keven feel a
sense of accomplishment. Keven will not be able to take the state standardized assessment next
week, but by using scaffolding and modeling techniques, Keven’s zone of proximal development
will grow and he will be able to acquire the knowledge needed. By using these techniques and
constant support, Keven may be ready to take the state standardized assessment in three months.
It is imperative to Keven and his self confidence that as he progresses, his progress - no matter
how small - is celebrated.
Behavior Management
The first step Ms. Johnson needs to take is to set clear and consistent expectations for
Keven and the class. These expectations need to be listed somewhere in the class and easy to
follow. Ms Johnson should practice in a whole group setting what these expectations are. Ms.
Johnson also needs to make sure that these new expectations are being consistently met and
followed. By not following through, it may make her class lose trust or feel as though they can
do whatever they want. Ms. Johnson needs to set a clear expectation that she is the teacher and
therefore will be avoiding any potential power struggle she may have with Keven.
Ms. Johnson can use positive reinforcement in the form of behavior specific praise.
(Curran & the IRIS Center, 2021, p. 1). By using behavior specific praise, Ms. Johnson is
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building a positive relationship with Keven and class while also fostering a positive learning
environment. In order for the behavior specific praise to work, it needs to be genuine and
provided more often than critiques. It has been proven that using behavior specific praise helps
improve a child’s socialization abilities, behavior and overall academic performance (Curran &
the IRIS Center, 2021, p. 1).
If Keven gets off task, Ms. Johnson can also use positive redirection. By using positive
redirection, Ms. Johnson is: reducing negative interactions, promoting self control, increasing
engagement and overall adding more trust to her classroom between herself as the teacher and
her students. If Keven or another student get off of task, Ms. Johnson could use a variety of
positive redirection techniques to get the student back on track. Positive redirection for Keven
may look like a nonverbal cue or giving Keven a choice of options on how he wants to complete
his math work. Choice making is a structured choice in which a student is positively forced into a
compliant behavior (Curran & the IRIS Center, 2021, p. 11). Choice making has shown to
increase student engagement and productivity as well as generally produce long term academic
success (Curran & the IRIS Center, 2021, p. 11).
Biblical Basis
The biblical foundation for Keven’s individual learning plan rests on two key verses.
Proverbs 22:6: “train up a child in the way he should go; even when he is old, he will not depart
from it,” helps emphasize the importance of providing Keven with an individualized learning
plan that provides guidance and support that aligns with Keven’s unique needs and potential.
This verse helps show the importance of a well crafted learning plan that will foster growth and a
love of learning for life. Additionally, Proverbs 26:24 proclaims “Gracious words are like a
honeycomb, sweetness to the soul and heal to the bones,” which highlights the power of positive
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reinforcement and encouragement. This verse emphasizes the importance of creating a
supportive learning environment where students feel valued, respected, and empowered.
Proverbs 22:6
The learning plan is based upon this Bible verse because it is Ms. Johnson’s job to train
Keven into the way of the world with a Biblical worldview. It is important for Ms. Johnson to
identify Keven’s “way” by identifying his learning style is more like a kinetic or visual and
incorporating interests like skateboarding or karate as well as identify the challenges he is
currently facing. Once Ms. Johnson identifies his way, she can tailor his learning plan to match.
This could be things like interactive activities, real-world connections or individualized
instruction (scaffolding, peer modeling or tutoring). By applying the principles of Proverbs 22:6
and understanding Keven's unique needs and interests, Ms. Johnson can create a personalized
learning plan that sets him on the path to success and potentially instills in him a lifelong love of
learning.
Proverbs 16:24
The learning plan is based upon this Bible verse because it heavily relies on Ms. Johnson
cultivates a positive and uplifting learning environment. By using genuine, behavior specific
praise Ms. Johnson avoids harsh or unconstructive criticism and instead sticks to positive
reinforcement and constructive feedback. Ms. Johnson also needs to spend time with Keven,
understanding what his personality is like, what his interests are and actively listen to Keven
when he talks. By doing this, Ms. Johnson is able to connect to Keven on a deeper level and
tailor his learning plan to him even moreso. By showing genuine interest and care, this makes
Keven feel seen and heard and therefore will motivate him to be more invested in the learning
process, therefore building his self-efficiency. By incorporating principles of Proverbs 16:24 into
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Keven’s plan, Ms. Johnson is creating a positive and supportive learning environment that
encourages him to reach his full potential. By using gracious words and fostering strong
relationships, Ms. Johnson may end up fostering a lifetime love of learning and achieve success
in all aspects of his life.
Conclusion
In conclusion, Keven is not too far gone for resources to help address his difficulty in
mathematics. This paper addressed ways for Ms. Johnson to grow professionally with how to
assist Keven in his character development and self-efficiency, how Ms. Johnson can engage with
students who have learning challenges while developing relationships in her class. This paper
also addressed Keven’s individual learning plan from the types of technology that may be
beneficial for Keven, the types of ways that Ms. Johnson can help instruct Keven, and behavioral
management/motivation for Keven. This learning plan is grounded in biblical framework
evidenced by the explanation of Proverbs 22:6 and Proverbs 16:24.
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