Learning Theory

Topics: Educational psychology, Learning, Education Pages: 6 (1969 words) Published: April 14, 2013
Courtney Williams

EDUC 500
Customized Learning Theory
March 9, 2012

I. Introduction:
Nowadays, probably as never before, scientists are extremely interested in the process of learning. Naturally, a number of different theories aiming at the explanation of this process were developed. It is quite difficult to decide what theory is better and more successful. On the other hand, we can say that all of them have to be analyzed in order to help us realize the main trends in learning theories. It will lead us to our own view on this problem as well as to understanding of what we should take into consideration in bringing up and educating of children. There are a multitude of sayings in regards to passing on knowledge. In education, this translates into the teacher having the ability to create a learning environment, but ultimately, the student must ascertain or relate ideas to real-life situations themselves. This is the Constructivist View of learning. Slavin defines the Constructivist View of Learningas theories that state that learners must individually discover and transform complexinformation, checking new information against old rules and revising rules when they no longer work(Slavin,2012). This approach to teaching and learning is student-centered. Whether it is Discovery Learning, Cooperative Learning, Self-Regulated Learning, or any of the various methods in-between, the common factor is the student and the focus, is to meet the goal which is to get the student to learn for themselves.

II. Learning theory and importance

Constructivism is defined as the belief that learners constrct their own knowledge from experiences. Constructivism is a philisophy that is primarly based on the belief that learners construct their knowledge from experiences. Constructivism is not a unitry theory but is seen as a continum that is divided into three broad categories. Coginitive constructivism, Social constructivism, and Radical constructivism. Coginitive constructivism is associated with imformation processing. Social Constructivism deals with the social nature of knowledge and the belief that knowledge is a result of social interaction and language usage. Radical constrictivism deals with knowledge acquistion which is an adaptive process that results from active cognizing by the individul learner, rendering an experimentally based mind. Constructivism assums the learners active role in the personal creation of knowledge, the importance of experience in this knowledge creation process, and the realization that the knowledge created will vary in its degree of validty. These principals provide the foundation for basic principals of teaching and learning.

III. Description of an effective teacher and learning environment

An effective teacher is someone who makes sure the class is orderly, and lets students know what behavior is expected of them. An effective teacher must also assess her students and find out what prerequisite skills her students have. If the teacher finds that the students do not have the skills that they need then she must find a way to teach those skills. An effective teacher must engage students in activities that lead them toward an understanding of statistics. Also an effective teacher must have stratigies that help students remember what they have been taught. When developing lessons and effective teacher realizes the different intellictual and social abitities of her students. During the lesson an effective teacher will notice if her students are interested and motivated to learn. After presenting the lesson an effective teacher will assess if her students are learning what is being taught. This could be done by asking questions, giving quizzes, or having the students do independent practice. These tasks-motivating students, managing the classroom, assessing prior knowledge, communicating ideas effectively,...

References: Brummelen, H.W. (2009) Walking with God in the Classroom: Christian approaches to
Learning and teaching (3rd ed,)
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