Learning Theory 2
Learning Theory
Learning comes in many forms and each student will have a unique understanding of the
materials being taught since they all learn differently. “People learn cognitive, behavior,
linguistic, motor, and social skills and these can take many forms” (Slavin & Schunk, 2020).
Since there are multiple learning styles there must be multiple teaching styles in education to
accommodate the learning diversity. While each theory agrees that learning is important the
views on how learning occurs, which processes are important, and which aspects of the learning
process needs to be focused on differ. Teaching then turns into both an art and a science as
teachers make decisions on how to apply different teaching techniques. While a teacher might
prefer one learning style they have to reflect and understand many different teaching techniques
to be successful and reach a diverse group of students. Teaching styles can be developed based
on individual experiences, educational backgrounds, cultural backgrounds among many other
factors just as the same can be said for a learning style of a student. “They apply each technique
skillfully to gain the desired intellectual, social, affective, or kinesthetic result” (Orlich et al.,
2018).
Description of an Effective Teacher
To be an effective teacher, one must be able to become like a chameleon, always changing and
adapting to many different situations that come along with teaching students from all walks of
life. “Every teacher knows that education is a powerful instrument for shaping individual lives
and society. When teachers begin to reflect on these roles, they are moving from a preoccupation
with the immediately practical to an examination of the theory that underlies and sustains
practice” (Gutek, 2014). Existentialism in education allows the teacher to become effective by
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allowing the philosophy of reflecting on their life and situation. “Rather, reflection is intended to
examine who you are as a teacher, the choices that you make as an educator, and the meaning
that you find as a teacher” (Gutek, 2014). By understanding that every student has their own
story, and own path that influences their education allows you to become effective in your
approach to teach them.
Taking the time to look at multiple different philosophical approaches over the years can help
determine which ones will and will not work for a student. When looking at a student like Keven
it is important to note how his life of a military child has affected him. Looking at Piaget’s
Theory of Cognitive Development, it shows that Keven is in the concrete operational stage. This
stage is from ages seven to eleven and shows how children have an active role in the learning
process. “Children at this stage can form concepts, see relationships, and solve problems-but
only as long as they involve objects and situations that are familiar” (Slavin & Schunk, 2020).
With this theory in mind, it may show that the situation of Keven’s mother being deployed and
not having her around is not a situation in which Keven is familiar. This could be the reasoning
for the sudden lack of motivation, and changes in Keven’s academics. “In addition, because
individua differences are expected, children’s educational progress should be assessed in terms
of each child's own previous course of development rather that in terms of the performance of
same-age peers” (Slavin & Schunk, 2020). Piaget believes that a child’s motivation is directly
tied to their self-image, and if that is lacking so will their motivation. “If a child is neglected by
his/her parents or they are often told how they are wrong or criticize all of their faults, the child
is typically less likely to have a positive self-image" (Pulaski, 1980). Since Keven’s dad seems
uninterested in Keven’s change of behavior it could be assessed that this is part of the lack of
motivation that Keven is displaying.
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An effective method to teach Keven to have self-efficacy in school would be to look at
Vygotsky’s Theory. “The four major ways of developing a strong sense of efficacy are: mastery,
social modeling, social persuasion, and managing one's physical and emotional states”
(Davidson, 2003). Vygotsky believed that motivation in a child was extrinsic, meaning that it
comes from outside sources. Due to this scaffolding may be the best approach since it gives
assistance from competent peers or adults. “In scaffolding, the adult does not simplify the task,
but the role of the learner is simplified “through the graduated intervention of the teacher”
(Slavin & Schunk, 2020). Students learn from others, meaning that they obtain knowledge from
others to take their learning to the next step. Students will learn more than just academics from
their teacher, and it is the teacher's job to show integrity in the works that they teach. “In
everything set them an example by doing what is good. In your teaching show integrity,
seriousness, and you yourself must be an example to them by doing good works of every kind
“(Titus 2:7, New International Version, NIV, Bible).
Description of an Effective Learning Environment
A learning environment is more than just an atmosphere for instruction, it establishes the climate
for emotional needs as well. Keven is trying to adjust to the unfamiliar environment that he is in,
which has his mother physically absent from his life. According to Piaget’s Theory of Cognitive
Development he is adjusting in response to his environment with assimilation and
accommodation. Keven is trying to understand that new event of his mother not being around
and may have tried to assimilate the event by trying to continue in school as he always has, and
then realizing that is not working. It would help if the teacher were able to understand how this
event changed his environment. Talking to Keven’s father to see if the lack of motivation is since
this mother was the one who helped with his homework in the past. If this were the case it would
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show how Keven, trying to assimilate and try the same techniques were not working.
“Sometimes, when old ways of dealing with the world simply don’t work, a child might modify
an existing scheme in light of new information or a new experience, a process called,
accommodation” (Slavin & Schunk, 2020). Keven may have decided that school is not
something he can be successful at unless he has his mother present, and that is why his focus has
shifted. Keven’s teacher started with a playbook of B.F. Skinner in trying to use a incentive
based teaching strategy using positive or negative reinforcement. “The motivational value of an
incentive cannot be assumed, because it might depend on many factors” (Slavin & Schunk,
2020). This was proven true in when Keven did not reach to the incentive program that his
teacher implemented. Some students might not care about incentives just as they might not care
about grades. The trick is to figure out why it is that they do not care. It could be because their
parents do not care about their grades. This could very well be the case for Keven, as his father
seems to distracted and exhausted being the only parent in the household to care about grades.
“And it is often difficult to determine students' motivation from their behavior, because many
different motivations can influence behavior” (Slavin & Schunk, 2020).
Teachers can create an effective learning environment through multiple techniques that have
been proven to be successful. Creating a lesson plan helps the teacher prepare to teach in the
allocated amount of time and knowing exactly where the lesson will lead the students. For
example, “If the students know that you do not start on time, they may be lackadaisical about
getting to class on time: this attitude makes futire on-time starts increasingly difficult” (Slavin&
Schunk, 2020). Behavior problems are inventible when working with children, but an effective
classroom environment can help to limit the amount that occurs. This starts with building respect
between the teacher and students. “A healthy classroom environment cannot be created if
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students do not respect teachers or teachers do not respect students” (Slavin & Schunk, 2020).
Another approach that would be beneficial to Keven is Positive Behavior Intervention and
supports (PBIS). “Positive Behavior Intervention and supports, (PBIS) is a school-wide approach
to management based on the idea that school-wide behaviors prevention and support measures
greatly reduce all behaviors” (Orlich et al., 2018). This emphasizes prevention and intervention
management and teaches the teachers how to react to problem behaviors. One way to help reduce
the amount of behavior problems is creating lessons that interest the students and are lively. In
Keven’s case, a lesson that focuses on skateboarding would be interesting since that is something
that he does in his free time. Creating a math lesson that relates skateboarding to angles,
distance, or speed would interest him, and open him up to paying attention in math sessions. For
students to believe that learning is important they need to see the teacher taking it seriously as
well. Working in groups to create a collaborative learning space is an option to help Keven, as he
will have peer help along the way if needed and may even be able to help another peer out
increasing his confidence and motivation.
Technology is another way to create an effective learning environment. “Planning instructional
activities that make use of digital tools, and the internet can add a great deal to a learning
environment” (Orlich et al., 2018). This would be ideal for Keven since he has expressed an
interest in computer games, and this could be incorporated into the classroom environment to
help his individual needs. Implementing technology can be highly motivating to students while
expanding their learning. Not only will technology help Keven, but it will also allow the teacher
to open more learning opportunities for a range of diverse students. “One valuable approach
using computers is to provide children who are academically disable with activities in which that
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can explore, construct, and communicate” (Slavin & Schunk, 2020). An engaged student can
create an enjoyable learning environment.
Biblical Basis for Learning Theory
The biggest tool an educator can have in their toolbelt is a biblical perspective regarding
teaching. Jesus was the perfect teacher, who we must learn from a model when we develop
teaching and learning methods. “You call me Teacher and Lord, and you are right, for so I am”
(John 13:13 New International Version, NIV, Bible). He modeled moral behavior and
encouraged us to model that same behavior towards other people. Having a Biblical foundation
in the classroom is essential for success. “But the fruit of the Spirit is love, joy, peace,
forbearance, kindness, goodness, faithfulness, gentleness and self-control" (Galatians 5:22-23,
New International Version, NIV, Bible). These attributes show a Godliness in the classroom that
show the effectiveness that a Biblical foundation can create. The temperament in a classroom
creates the attitude that the children will have when it comes to learning and being guided by the
teacher. Having faith at the core of a learning theory allows the student to flourish not only
academically, but morally as well. “Let my teaching fall like rain and my words descend like
dew, like showers on new grass, like abundant rain on tender plants” (Deuteronomy 32:2. New
International Version, NIV, Bible). Meaning that when teaching children that the words and
lessons that we speak will be soaked up and absorbed by the students like water to a plant. What
is taught can allow them to flourish and bloom. With a foundation rooted in Christ we can help
lay their foundation in faith by modeling what it is to be Christ like in our endeavors. The lessons
that a teacher imparts on the student can nourish their brains with a Christ centered methodology.
Teaching through a biblical lens allows the teacher to “Train up a child in the way he should go;
even when he is old he will not depart from it” (Proverbs 22:6, New International Version, NIV,
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Bible). The bible states that teaching comes with judgment as that we should be prepared for that
because not matter how hard we try we will still be judged in the choices that are made. “Not
many of you should become teachers, my brothers, for you know that we who teach will be
judged with greater strictness. For we all stumble in many ways. And if anyone does not stumble
in what he says, he is a perfect man, able also to bridle his whole body” (James 3:1-2, New
International Version, NIV, Bible). That is why teaching is a gift that is a calling from God and
should be used as such to serve one another. “As each has received a gift, use it to serve one
another, as good stewards of God’s varied grace” (1 Peter 4:10, New International Version, NIV,
Bible).
As an educator we must know how to teach to not just the group, but the individual in the
classroom. Students will require different services to excel, and educators need to be inclusive in
making sure all students are able to learn. “Each student is unique and has their own method of
learning” (Slavin & Schunk, 2020). There are a multitude of philosophies and theories that can
be drawn from creating a learning theory that works for the teacher and their students with the
Bible being at the forefront of these methods to create a Christ-like teaching strategy. Proverbs
1:1-7 says it best about wisdom and instructions. “The proverbs of Solomon, son of David, king
of Israel: To know wisdom and instruction, to understand words of insight, to receive instruction
in wise dealing, in righteousness, justice, and equity; to give prudence to the simple, knowledge
and discretion to the youth— Let the wise hear and increase in learning, and the one who
understands obtain guidance” (Proverbs 1:1-7).
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References
Davidson, J. (Director), & Davidson, F. (Producer). (2003). Bandura's Social Cognitive Theory:
An Introduction [Video file]. Davidson Films. Retrieved from Education in Video:
Volume I database.
Gutek, G. L. (2014). Philosophical, ideological and theoretical perspectives on education.
Pearson.
Orlich, D. C., Harder, R. J., Brown, A., Trevisan, M. S., & Miller, D. (2018). Teaching
strategies: A guide to effective instruction. Australia: Cengage Learning.
Pulaski, M. S. Understanding Piaget. New York, NY: Harper and Row, 1980.
Slavin, R. E. & Schunk, D. H. (2020). Learning Theories (3rd ed.). Pearson.
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