Running head: CUSTOMIZED LEARNING THEORY
Customized Learning Theory
EDUC 500
Caitlin B. Hutcherson
Liberty University
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CUSTOMIZED LEARNING THEORY 2
Introduction
Theory is defined as an idea that is suggested or presented as possibly true but that is not
known or proven to be true. This makes the case for there not existing one particular theory that
is truer or more efficient than the other; especially when it comes to education. Classroom
structures vary across the state, country, and the world. No one particular teacher or school has
established the ‘correct’ way of instruction that proves to surpass the rest thus forming
differentiated theories learning. Educators adopt their own methods for what they believe will
best suit all involved in certain situations. This paper will explain a customized learning theory in
an attempt to serve as a conceptual framework for both a future classroom structure and learning
experience.
Learning Theory and Its Importance
As previously stated, there are many different theories that attempt to provide methods of
teaching and learning as well as how the mind functions in relation to the latter and the abilities
which lie therein. For prime learning environments, teachers should be familiar with learning
theories. It is important for theories to exist so that educators and students can be made aware of
how people learn and expound on those findings. Understanding how the student learns is vital to
the relationship between students and teachers. No certain method is proven to better than to
other. Everyone has different needs therefore strategies for learning will vary. “For optimal
learning, an inclusive classroom requires differential learning strategies. Differentiation is not
new, but it has come to the fore as teachers have realized that not all students think, learn, solve,
and create the same way or at the same rate (Van Brummelen, 2009, p. 219).” It’s the skilled and
intuitive educator that analyzes a learning situation, leverages the resources at his or her disposal
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Good teachers are sensitive to when transition
activities are needed before effective direct instruction can take place (for example, when
students return from physical education). In high schools, the timetable is usually set. You
will find, however, that student learning in a subject like mathematics is more efficient at
9:30 AM than at 2:30 PM (Van Brummelen, 2009).
Advances in technology have allowed us to make leaps and bounds in the
productiveness of education. Computers, the Internet, mobile devices, as well as
advancements in the medical field for students with disabilities has broadened abilities.
Technology can be used as an enhancement in the classroom to boost teachers’ lessons and
instruction. During this day and age, younger children are beginning to know the
technology as a primary means of communication as well as productivity. Students that
knew otherwise will soon be phased out of the school system as the coming generations
will be conditioned and trained for the use of tablets, smart phones, and computers.
Teaching strategies that take advantage of the wide availability of Internet access include
blended learning, a flipped classroom, and digital homework (Slavin, 2009, p. 240). These
three forms of technological use will be implemented in this particular learning theory.
and is able to analyze the situation and design the very best learning experience for his or her
student (Tam, 2000).
The Effective Teacher and Learning Environment
At times it may be appropriate to teach a whole class at once; however, this approach
needs complementing with certain differential learning activities to challenge able students”
(VanBrummelen, 2009). Slavin defines direct instruction as the way in which you transmit
information directly to students, structuring class time to reach a clearly defined set of objectives
as efficiently as possible (Slavin, 2012, p. 162).
CUSTOMIZED LEARNING THEORY4
They include computer-assisted instruction, ability to work on digital homework at home
which can be automatically reviewed, or the viewing of presentations, videos, and
resources pertaining to the lesson. If students are able to relate to the means of which
information is being transpired, then they will more than likely adhere.
Slavin states that some students are motivationally oriented toward learning goals.
Learning Characteristics
The theory that mostly inspired this paper is known as the constructivist theory. The
constructivist perspective suggests that individuals construct knowledge from within, by engaging
in problem solving, experiential and social learning experiences. Constructivism puts learners in
the center of the learning process and suggests that learners contribute to knowledge construction
by activating prior knowledge and personal experiences. Learning is viewed as relating one’s
mental models to new experiences and knowledge. Theorists that were part of the constructivist
movement include John Dewy, Maria Montessori, Jean Piaget, and Jerome Bruner. Maria
Montessori believed that the teacher is facilitator of learning. She noted that early education
should consist of learning through play and exploration of environment and that it was important
to teach to the whole child, not just academically. Moral, social, and emotional development are
vital to instruction at such malleable ages (Gutek, 1995).
Piaget believed that there were two major principles that guide intellectual growth and
biological development and they are adaptation and organization. The integration of group work in
the classroom will provide higher academic achievement as well as social integration.
Comparing human development to the growth of a tree, Pestalozzi believed that nature
was essential to education and development. “Pestalozzi wished to perfect human ability to see
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nature as both an objective order of reality and an operational mechanism that governs human
and natural development. (Gutek, 1995)” If given the proper environment, the child may flourish
like that of a seed of a tree. The defining difference of human nature and brute nature is the
possession of moral, intellectual, and physical powers (Gutek, 1995). He held strongly to the
notion that human nature does not change while environmental circumstances are changeable.
Pestalozzi’s beliefs would be an aspect of this theory.
Personal Reflection
Education is something that can never be taken away from us. It gives us the tools and
resources necessary to understand the world that God created and to discover their individual and
creative roles within God’s creation through a process of gathering data while maintaining a
respect for the creator. The reality is that it goes so much deeper and one needs to understand
their calling as a teacher and educator. Graham (2009) states that, “God gave us the
responsibility to exercise a measure of control over creation on His behalf, and we are to do it in
His way” (Graham, 2009, pg. 127). I realize that knowing my learning styles would greatly
benefit my performance in the classroom. If I did not, I would not be an effective teacher thus
not fulfilling my responsibility.
Conclusion
Understanding the importance of learning theory is essential to learning and to the
classroom environment. Realizing that each student learns differently will improve student-
teacher relationships because they will be learning in a way they understand and cause them to
be less likely to act out or become bored. Maintaining a level sense of classroom management
will help make the teaching experience better and the learning experience better for all.
CUSTOMIZED LEARNING THEORY
webster.com/dictionary/theory
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Van Brummelen, H. (2009). Walking with God in the classroom: Christian approaches to
teaching and learning (Third ed.). Colorado Springs, Colorado: Purposeful Design.
References
Bhattacharya, K.& Han, S. (2001). Piaget and cognitive development. In M. Orey (Ed.),
Emerging perspectives on learning, teaching, and technology. Retrieved October 14,
2014, from http://epltt.coe.uga.edu/
Graham, Donovan L. (2009). Teaching Redemptively: Bringing Grace and Truth into Your
Classroom. Colorado Springs, Colorado: Purposeful Design Publications
Gutek, G. (1995). A History of the Western Educational Experience (2nd Ed.). Long Grove, IL:
Waveland Press.
Slavin, R. (2015). Behavioral and Social Theories of Learning. In Educational Psychology:
Theory and Practice (Eleventh Edition ed., p. 100). New York, New York: Pearson.
Tam, M. (2000) “Constructivism, Instructional Design, and Technology: Implications for
Transforming Distance Learning”, Educational Technology & Society 3(2).
Theory. (n.d.). Retrieved October 18, 2015, from http://www.merriam-
