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Learning Theory Assignment
Vivian LaBarre
Liberty University
Educational Philosophy and Theories of Learning (D04)
Kelly Bingham
8 May 2023
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Learning Theory Assignment
Introduction
Schools play a significant part not only in the formal and informal education of young
people but also in their wellbeing – and hence the wellbeing of families and communities of the
future. Furthermore, educators have one of the most important jobs in the world, educating our
youth. “Effective teaching requires that we determine the best theoretical perspectives for the
types of learning we deal with and their implications for teaching” (Slavin et al., 2022). There are
many things that kids today deal with that have a tremendous effect on their education. A crucial
component of understanding how people pick up knowledge and abilities is the study of learning
theory. We will examine a variety of learning theory concepts and models in this essay, including
behaviorism, cognitivism, constructivism, and social learning theory. Insight into the
mechanisms of learning and how they might be used in academic and practical contexts will be
gained by analyzing these theories. Researchers today view learning from instruction as
involving an interaction between learners and context (eg., teachers, peers, materials, setting).
(Slavin., 2022). Teaching strategies can be helpful in meeting the learning needs of each student.
Also, the understanding of how children learn and retain information is essential for a well-
rounded educator.
For this assignment we were given a case study on a child named Keven. Keven is a sixth
grader who because of military moves has to switch schools three times in the span of two years.
Keven’s mother who is in the military is currently deployed overseas, he lives at home with his
dad and two younger siblings. When looking at Keven from a wide lens, he is a good reader and
an overall good student. At the moment Keven is struggling with math. His teacher: Ms. Thomas
has tried an abundance of strategies to help Keven. Ms. Thomas is concerned with his lack of
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motivation. She implemented an incentive program to help, and Keven rejected participating.
She held a meeting with Keven’s dad and throughout the meeting he seemed tired and
preoccupied. Keven does participate in some out of school activities such as karate,
skateboarding and playing on computers. Ms. Thomas’ main concern at this moment is that there
is a state test coming up, and with Keven’s math struggles she is afraid it will impact his scores.
An Effective Teacher
There is an abundance of teaching methods that can be used to support an effective
teacher. Effective teaching is defined as “The knowledge, strategies, processes and behaviors
which lead to good student outcomes” (Hawthorne, 2023). Our textbook offers a multitude of
strategies for being an effective teacher. Many of these strategies can be connected to learning
theories. For example, “Scaffolding is a practice based on Vygotsky’s concept of assisted
learning” (Slavin et al., 2022). Another method would we Scaffolding. “Scaffolding might
include giving students more structure at the beginning of a set of lessons and gradually turning
responsibility over to them to operate on their own” (Borich, 2017). To teach Keven Ms. Thomas
must offer extra support. Although Keven must learn to be more self-reliant, by his teacher
offering the appropriate reinforcements can give Keven the push he needs. With Keven being a
Military child, whose parent is deployed will need a lot of support and grace. According to the
Department of Defense military families switch schools an average of six to nine times between
kindergarten and 12th grade. In most Military base towns, the public schools have access to
military counselors. They are equipped with the right tools to guide these students through these
struggles and help them have an outlet to discuss how they feel. “Students with deployed parents
experience significantly higher rates of behavior problems than their peers” (Rossen & Carter,
2012). Often the families that are left on the home front bear the emotional burden. The spouses
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have a hard time adjusting to a one-parent household, if there are children their pick-up, drop-off
and appointments fall on them. Unfortunately, the children feel the shift. It has a direct effect on
their social-emotional development.
Engaging with Students Who Have Diverse Learning Needs
As Keven’s scenario was disclosed previously, we have confirmed that Keven has diverse
learning needs. Keven’s self-confidence is more than likely low. Ms. Thomas should begin by
helping Keven feel more confident within the classroom and peers. Making connections based
off their out of classroom interest could help begin that connection. Differentiation is also a vital
part of the curriculum. Educators who are expecting their students to fit into one set mold as a
goal are unrealistic. There are several different learning styles, and it is the educator's job to find
out what that style is and meet the needs of that learner, Making them successful. Assessments
go hand in hand with differentiation, and they show if the instruction and lesson are successful. If
something is not working, making changes or tweaking things is a must. As far as Keven’s
struggle with math, Ms. Thomas should pair him up with a peer who is good at math. By pairing
them in a small group and offering a variety of math centers or math games can help Keven have
some fun with math and make the concepts more memorable and helping him prepare for his
state test. Children need to know how to interact well with others, what is involved to establish
and maintain friendships, how to operate in a group and what is involved in resolving conflicts.
(Roffey, 2012). By also offering Keven flex seating and a space to calm down can help him cope
and be more independent.
Building Self-Efficacy
Depending on Keven’s mindset and the learning environment can have a positive
influence on Keven’s confidence. Albert Bandura is a famous psychologist who developed the
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theory of self-efficacy. According to Bandura, self-efficacy is the belief in one’s ability to
accomplish a specific task or goal. In keeping Bandura’s theory in mind to help Keven, Ms.
Thomas must offer mastery experiences and social modeling. By also providing positive
feedback and encouraging them to reflect on their success, helping the students to set achievable
goals and acknowledge their progress towards those goals. Offering guidance and support doing
challenging tasks and promoting problem solving skills. “Programs that teach children self-
regulated learning strategies have been found to increase students’ achievement” (Slavin et al.,
2022). In order for Keven’s long-term success these strategies are vital. Studies show that
“Adolescents report that they work harder for teacher who treat them as individuals and express
interest in their personal lives outside of school.” (Stipek. 2006).
Developing Relationships
Developing relationships with your students is an essential part of making the classroom
flourish, not just in academics but in their social emotional skills. “The teacher guides but does
not dominate the learning process” (Gutek, 2014). Ms. Thomas must become a role model for
Keven. By showing understanding to Keven’s current emotional state and his lack of confidence
in math, Ms. Thomas can show her support and use her knowledge to help him understand a little
better and also to prepare him for the upcoming state exam. Because Keven’s mom is deployed
overseas their communication may be scarce. His father is assumably stressed and feeling the
same way while trying to be mother and father to his children. Keven needs to create connections
to help build his confidence. Motivations will help build his confidence as well. “Self-regulated
learners refers to the process whereby learners systematically direct their thoughts, feelings and
actions toward the attainment of their learning goal” (Slavin et al., 2022). Keven will be more
than likely to be more receptive if his school environment and the classroom community feeling
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is welcoming and understanding. Although acknowledging a responsibility to respond to
individual needs and specific issues, this broader concept of health has increasingly incorporated
a whole-school approach in which all aspects of the school system are targeted to establish a
health-promoting environment for all (Wyn et al. 2000; Leger 2005). This will need to be taken
into consideration when Ms. Thomas is considering how to effectively help Keven meet his goal.
Current teacher education programmes and professional development programmes often fail to
address the ethic of care and its impact on the educational process (Owens and Ennis 2005). To
ensure that Ms. Thomas fully understands the needs of Keven, I would also suggest taking a
course on how to deal with the stress of being a military child and how to support those who are
coping with it.
Direct Instructions
“Direct instruction is used to describe lessons in which teachers transmit information
directly to students structuring class time to reach a clearly defined set of objectives as efficiently
as possible” (Slavin et al., 2022). How a teacher instructs a lesson can impact a number of things.
Keven’s main problem is that he is struggling with math. Direct instruction tactics for students
involve explicit teaching methods that focus on specific skills and knowledge. Some tactics
include breaking down complex concepts into smaller parts, providing clear explanations,
modeling desired behaviors, offering guided practice, and providing immediate feedback. Other
tactics may include using visual aids, repetition, and scaffolding to support student learning. The
goal of direct instruction is to help students master foundational knowledge and skills that will
enable them to become independent learners. During the math instruction Ms. Thomas can have
Keven recite the instructions back to ensure understanding. Small group instruction would also
help Keven. Ms. Thomas will need to be particular when planning her lessons to ensure they are
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geared towards the standards on the state exam. In order to keep Keven on track and to offer
more exposure I would also send some of the material home for homework.
Technology
Technology today is a huge part of education. Due to the COVID pandemic the use of
technology in the classroom has been enhanced. Educators everywhere had to navigate through
this tough time and meet the needs of every child virtually. It was especially difficult for the
parents and tough on the students. Technology has become increasingly important in the
classroom as it provides students with access to a wide range of resources and tools that can
enhance their learning experience. This includes the ability to access online research, engage in
interactive learning activities, and collaborate with peers and teachers in real-time. Additionally,
technology can help to improve student engagement, increase efficiency, and provide more
personalized learning experiences. There were a lot of online learning platforms and application
that took off and helped tremendously in the classroom. “New technologies are making it easier
for teachers to create productive learning environments” (Slavin et al., 2022). Proper training and
exposure in these technology programs and equipment are important for teachers to be able to
implement then in the classroom. For Keven, this may help him to enjoy math and have fun. If
Keven’s schools have individual iPads for students, Ms. Thomas could use it for math practice at
home. Since Keven likes computers, this could be something he will enjoy.
Motivation
With the right motivation students will grow and flourish throughout the school year.
Using behavior reinforcements and privileges can help provide the right directives for Keven and
his classmates. Another form of motivation would be to offer Keven verbal praise when he is
doing well with his assignments. For token rewards, getting stickers of skateboards or karate
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themed ones could help motivate him. “Performance-oriented students who perceive their
abilities as low are likely to fall into a pattern of helplessness, for they believe that they have
little chance of earning good grades” (Slavin et al., 2022). Keven will need some reassurance that
he can reach his goals. I would enlist the help of the school counselors to help meet Keven’s
emotional needs and continue to build his confidence.
Behavior Management
Behavior management can make a classroom run smoothly, enhancing the learning
process. There are many ways to keep behavior issues in check in the classroom. Motivated
behavior is increased or continued behavior produces by reinforcements. (Slavin et al., 2022).
There are preventative programs, using peer mediation and also involving the families that can
help keep behavior issues at bay. Ms. Thomas will need to set boundaries and rules for the
classroom. If Keven persists in being bad at math, and possibly failing the state exam, it could
lead to more serious outburst and behavior issues. One strategy that has been proven to cut back
on behavior issues are to create a student-centered learning environment” In more student-
centered classrooms, children are likely to be spending much of their time working with each
other, doing open-ended projects, writing, and experimenting. (Slavin et al., 2022). As I
mentioned before setting Keven in with a partner to work with. Perhaps someone who is
interested in math. This may help Keven see the enjoyment of math. Our textbook states “A
healthy classroom environment cannot be created if students do not respect teachers or teachers
do not respect students” (Gutek,2014). In creating a classroom community like a family
environment this can help the students feel comfortable and lower certain defenses. In Keven’s
case this could be the exact thing that he needs in order to succeed.
Biblical Basis
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When reading over Keven’s scenario, One Bible verse came to mind. James 1:12
“Blesses is the one who preserves under trial because having stood the test, that person will
receive the crown of life that the Lord has promised to those who love him” (NIV). Keven is
down right now; his confidence is very low. With the right support from school and his family
Keven can persevere and pass his state exam; all while gaining the proper understanding for
math. Ms. Thomas would need to use constant praise and guidance for Keven throughout the
school year, this would help him tremendously.
Conclusion
In conclusion there are numerous ways that Ms. Thomas can assist Keven in being
successful and help build his confidence. Also, making him feel safe and as an intrigant part of
the classroom community can help give him the correct tools to take the needed action and
responsibility for his assignments. Ms. Thomas could do all of the suggestions and some, but
Keven needs to be receptive and accepting of the help and support being offered. With the
assumption that the military counselor gets involved, maybe Keven’s father can get some
assistance with adjusting while his wife is deployed and navigating homelife with the children.
This will give Keven all of the support he needs to succeed and pass his state exam. In doing this
his confidence will grow and he will have no issues academically. Positive school relationships
can make a significant difference on many levels, in many areas and to all stakeholders. (Roffey,
2012).
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References
Borich G. D. (2017). Effective teaching methods : research-based practice (Ninth). Prentice Hall.
Gutek, G. L. (2014). Philosophical, ideological and theoretical perspectives on Education.
Pearson.
Hawthorne, H. (2023, April 19). What is effective teaching? The Hub | High Speed Training.
Retrieved May 6, 2023, from https://www.highspeedtraining.co.uk/hub/what-is-effective-
teaching/#:~:text=Effective%20teaching%20is%20the%20knowledge,easily%2C
%20usually%20through%20summative%20assessment.
Holy Bible. New International Version.
Owens, O. P., & Ennis, C. D. (2005). The ethic of care in teaching: An overview of supportive
literature. Quest, 2005(57), 392–425.
Roffey, S. (2012). Developing Positive Relationships in Schools. In: Roffey, S. (eds) Positive
Relationships. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-2147-0_9
Rossen, E., & Carter, C. (2012). Supporting Students From Military Families. Education Digest,
77 (6), 4-8.
Slavin, R. E., & Schunk, D. H. (2022). Social Cognitive Theory. In learning Theories
EDUC Liberty University (Third, pp 106-135). Essay, Pearson.
Stipek, D. (2006). Relationships. Educational leadership, 64(1), 46-49.
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Wyn, J., Cahill, H., Holdsworth, R., Rowling, L., & Carson, S. (2000). MindMatters, a whole-
school approach promoting mental health and wellbeing. The Australian and New
Zealand Journal of Psychiatry, 34(4), 594–601.
