Running Head: Final Paper Educ 500
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Final Paper
Kirsten Coles
Liberty University
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Introduction
Human learning and development is an essential part of everyone’s life. There have been
many theories about human learning and development from many well-known individuals in the
education world. Some of these theorists include Piaget, Bandura, and Kohlberg. Even with the
help of these theorists, everyone usually develops their own theory of learning which they
perceive to be the best as far as learning environment and how people grow and develop. Often
times, an individual’s learning theory has pieces of the well-known theorists’ beliefs included as
well. An ideal learning and development theory would usually include ideas of an effective
teacher, an effective learning environment is, how to actively include and engage learners with
diverse needs and exceptionalities, how to address behavior and character development, and how
to engage students in learning, self-efficacy, and motivation.
Learning Theory and Its Importance
Lawrence Kohlberg’s Theory of Moral Development and Elliot Turiel’s Moral Domain Theory
both have attempted to explain the moral development in children from infancy to adolescence
into adulthood. Kohlberg’s research was similar to that of Jean Piaget but varied in certain ways
from all of his research and experimental methods. Turiel began his research in search of
resolutions to the inconsistencies in Kohlberg’s theory. Both psychologists use a three
level/compartment basis to their theories. Kohlberg’s theory states that children move through
the three levels by passing through six stages linearly, “but only one stage at a time (Schunk,
2012, p. 56), whereas Turiel’s research showed that students develop in all three stages in a
parallel way, all occurring at once (Ryan, 2011). Kohlberg’s three levels allow children to move
from having their morality defined by the rules implemented by others to the last level of
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defining their own morals and values. Turiel believes that moral acquisition occurs through a
child’s attempts to understand how the moral, social, and psychological domains of knowledge
relate to one another (Ryan, 2011). This is what allows moral development to ultimately take
place according to Turiel. In both theories, children show moral acquisition using relationships
with adults and peers, although Turiel’s theory suggests that understanding of moral concepts
occurs at a much younger age than Kohlberg’s theory. Both theories lend quality information to
how children develop a sense of right and wrong. Kohlberg and Turiel both follow the biblical
view of teaching children as stated in Proverbs 12:22, “train up a child in the way he should go:
and when he is old, he will not depart from it.” Moral acquisition starts very young in both
theories and will help develop a child into adolescence and eventually into adulthood. In my
professional role as an educator, I believe that I have a great influence on children’s ability to
develop a sense of right and wrong. Through the modeling of appropriate behaviors, I am able to
reinforce moral excellence. I also am able to use proper consequences to deter inappropriate
behaviors and further their moral development. Albert Bandura’s Theory of Moral Development
through Social Learning lends itself to the idea of teachers playing a large role in the childhood
development through modeling (Ryan, 2011). As a teacher of young children, I feel a great
obligation to help my students develop not only educationally, but also morally to help them
succeed in all aspects of life.
Description of an Effective Teacher
The term “effective teacher” can be misleading. Most educators would consider themselves to be
effective, even if not effective for all students. However, being an “intentional teacher” should be
the goal. “Intentional teachers are leaders in their classrooms who take responsibility for
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managing time, activities, and behaviors” (Schunk, 2012, p. 321). An intentional teacher will be
an effective teacher because every action that they perform will have an intentional purpose and
that will reach the end goal of education. An intentional teacher thinks intentionally when
making lesson plans and utilizes effective and intentional lessons geared towards their students’
needs, “the plan lessons appropriate to the objectives they have in mind, using (for example)
direct instruction for well-defined objectives and discussions and using projects for less well-
defined objectives” (Schunk, 2012, p. 349). Intentional teachers teach new concepts using a
variety of visuals, analogies, and even humor at times. They use formal and informal assessments
during the learning process and always provide opportunities for students to practice what they
have been taught. An intentional teacher always makes sure that any homework that is assigned
is appropriate and engaging for the students and not something that would allow a child to get to
a frustration level while working on it at home. “Intentional teachers are not satisfied with
learning that is limited to a narrow, school-specific context. They teach to enhance transfer from
topic to topics and from school to life” (Schunk, 2012, p. 350). Intentional teachers think more
globally about the students, even beyond educationally. In addition to education, they want to
make sure students are emotionally and socially capable for the next stages of life.
Description of an Effective Learning Environment
While watching the Student-Centered and Constructivist Approaches to Instruction Video
by Pearson Education, I noticed the teacher used several different types of cooperative learning
strategies. The peer-assisted learning strategy was used while the students were grouped together
to work through an assignment. The activity was structured and the students were able to take
turns being the teacher and the learner. I was able to witness the students asking each other
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questions to help work through each step of the assignment to reach the final answers. The
learning together model was also used as the students worked in heterogeneous groups to
complete a single assignment. I also noticed that the teacher often used the incubation method.
He allowed students time to come to a conclusion to finish each assignment, instead of rushing
them to find an answer. This helped the students to be able to have enough time to think critically
instead of just selecting an answer because of time restraints.
Often times I utilize cooperative learning strategies in my classroom because I have witnessed
the educational benefits of students working with each other. If presented with the opportunity, I
would like to explore more strategies like the jigsaw strategy. “In classes using Jigsaw, students
are assigned to six-member teams to work on academic material that has been broken down into
sections” (Schunk, 2012 p. 189). This approach allows students to become an expert on their
portion of the assignment instead of being responsible for the entire assignment. This reminds me
of educators, where often times we departmentalize and are allowed to become an expert in one
or two subject areas and work with more than one group of students. Most group work strategies
would carry a group work grade, which I do have a hard time agreeing with. For this reason, I
enjoy the idea of using the jigsaw strategy because each student would still be assessed on their
own work and knowledge of the subject matter.
When thinking of a biblical context to help support strategies that involve cooperative learning, I
think of a passage in the book of Romans that speaks about everyone having different gifts.
Cooperative learning allows everyone to remain their individual self while contributing to a
group for one common goal. Romans 12:5-7 tells us, “So we, being many, are one body in
Christ, and every one members one of another. Having then gifts differing according to the grace
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that is given to us, whether prophecy, let us prophesy according to the proportion of faith; or
ministry, let us wait on our ministering; or he that teacheth, on teaching.” This helps reminds us
that we all have our own individual gifts that we can contribute to the kingdom of God, much
like children in the classroom. All gifts are to be acknowledged and can be valued in a
cooperative setting when done properly.
Actively Including and Engaging Learners with Diverse Needs and Exceptionalities
As an educator studying about Pennhurst State, I was more than disheartened and beyond
sickened. During this time, people were sent away simply for being considered “mentally
retarded.” I am thankful that these practices are obviously still not happening present day. The
treatment that these people endured is beyond inhumane and would never be able to help them
grow and mature to possibly be able to operate more independently. I know that over the years
my own attitude and language in regards to people with disabilities has remained the same. I
have always maintained a level of respect for all people, regardless of race, gender, economic
status, and even mental capacity. I have never allowed myself to treat others differently or call
them by any derogatory terms, based on any differences, especially not because of their mental
abilities. Being raised in a Christian household, we held firm to our beliefs that God created all
people and that we should treat them all with the love of Christ. All people are created equal by
God and they all deserve the same chances and opportunities as others.
The biblical approach to welcoming, nurturing, or even educating people is very simple, the Lord
commands us treat all people equally. We are to model our life after that of our Lord and we
know that He shows no partiality. Because the Lord shows no difference amongst His children,
we are expected to behave in the same manner with our neighbors. “The second is this: ‘You
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shall love your neighbors as yourself.’ There is no other commandment greater than these”
(Mark 12:31 ESV). The Bible does not specify which neighbors we are to love, simply because
we are expected to love all of our neighbors regardless of our similarities or differences. Learners
with diverse needs and/or exceptionalities need the assistance and love from educators just as
much as “normal learners,” if not more. I am thankful for a great biblical example that reminds
us to show the love of God to all people. All of God’s children deserve the equal opportunities
for education and setting the Godly example as an educator is equally important.
Addressing Behavior and Character Development
Studying character development has allowed me the time to reflect on my own personal opinions
and ideals about character education and moral development. Using the many theories that we
have studied so far, I have been able to strengthen my own ideals and gain more knowledge that
will help me to continue educating young children and integrating character and cultivating
social, emotional, and moral development for my students in my classroom. Studying Lawrence
Kohlberg’s theory, has helped me to feel more confident in helping my students along the way to
becoming more morally developed students that can exhibit great character traits inside and
outside of the classroom setting. I have been strengthened in my ideas of being a leader and an
example for my students, not only academically but also in character and moral development.
Children have been studied enough to show that they learn many skills by modeling, including
moral development. “…children progress from one stage to the next is by interacting with others
whose reasoning is one or, at most, two stages above their own” (Schunk, 2012, p. 56). This
quote from our text shows how important modeling can be for children because it helps them
progress through the stages of moral development by interacting with someone further along in
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moral development than they are. While learning about character education, I was given the
opportunity to interview a veteran educator about his experiences with character education and it
allowed me to see what that might look like in other school divisions, as well as, inside of a
music classroom. Eric Young provided me with some insight and some great ideas that I can use
to help strengthen character education and moral development in my classroom for the future.
Many of his opinions and answers to my questions aligned with my current opinions about
character education. He helped me understand better what he thinks would help strengthen a
character education program at the school level. He stated, “You need ‘buy in’ from the faculty
starting from the top, meaning administration. I have worked in nine schools and the most
effective programs were those in which all the teachers bought into the program. One school was
a ‘Bucket Filler School’ led by the guidance counselor and it was the most effective I have seen
because the students believed in the teacher and all the teachers bought into the program” (E.
Young, personal communication, September 16, 2018). The right program that is fully supported
by faculty and staff will help further moral development in our students. Many programs offer
rewards and recognition for students for exhibiting certain character traits and allows the
students opportunities to strengthen their moral development. These rewards are a way to
eventually move a child to being “morally good” just based on their own intrinsic motivation. I
believe that teachers have an obligation to their students to help them academically, but also
morally and ethically. Being an example is just one of the easiest ways that I can accomplish this
in my classroom.
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Engaging Students in Learning, Building Self-Efficacy and Motivation
Bandura (1986) defined self-efficacy as “people’s judgements of their capabilities to organize
and execute courses of action required to attain designated types of performance” (p. 391). One’s
self-efficacy plays an influential role in how individuals feel, think, motivate themselves, and
behave (Bandura, 1997). Developing a stronger sense of self-efficacy for my students would be
best done by modeling. Every day I model for my students so that they are able to improve their
self-efficacy through observational learning. I believe that I am successful with modeling in my
classroom because I first seek to build a relationship with each student. People, children
especially, are more prone to imitate and model after those that seem to more like them or that
they have developed a strong relationship with first. After I am able to develop a relationship
with my students, they are then able to observe the modeled events and pick out the significant
aspects. My students then translate what is seen into a conception of it to remember it. Next, they
must convert the conception into appropriate courses of action and then become motivated to put
into practice what was learned observationally. As an effective role model, I can help students to
develop a strong sense of self-efficacy by using the four major ways presented by Bandura. I
tend to rely mainly on mastery to help students to strengthen their self-efficacy. When students
feel that they have mastered something challenging, they then reap the effects of efficacy beliefs,
such as, strong intrinsic motivation, emotional balance, and strong decision-making skills. All of
these ideas can be supported by Bandura’s social cognitive theory. “A… distinctive feature of
social cognitive theory is the central role it assigns to self-regulatory functions” (Schunk, 2012 p.
95). Matthew 5:16 reminds me of my charge to be a good role model inside and outside of the
classroom, “In the same way, let your light shine before others, so that they may see your good
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works and give glory to your Father in heaven.” Taking all things into consideration with self-
efficacy, social cognitive theory and the importance of strong effective role models, I am honored
to serve in the role of an educator daily to help develop and shape the young minds through the
use of modeling and setting high expectations. I pray that I am able to strengthen my students’
self-efficacy as a positive role model in the classroom.
Personal Reflections/Conclusion
After researching different renown theorists, I have been able to develop my own thoughts and
ideas about human learning and development. There are many factors that are to be considered
when thinking about human learning and development. Many educators strive to be effective
teachers and that begins with being an intentional teacher. Intentional teachers make sure to
provide an effective learning environment for their students. Being able to actively include and
engage all learners, even those with diverse need and exceptionalities is also a major part of
effective teaching and human development and learning. Addressing behavior and character
development, and engaging students in learning, self-efficacy, and motivation also make an
impact on human learning and development. I believe that my own ideas and thoughts about
human development and learning have been thoroughly presented and I am thankful for the
opportunity to explore more about these topics while furthering my own education.
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Resources
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