Theories of Human Learning and Development

Theories of Human Learning and Development

A theory is an idea proposed or presented as having the potential to be true, but it is not known or proven true. When it comes to education, no one theory is more accurate or efficient than the other. Educators have access to a plethora of learning theories. Educators have a personal theory about what they believe will be best for each child and their learning abilities. Furthermore, classroom structure varies from country to country. When entering a middle school classroom, no two rooms are alike. No single teacher or school has established the correct method of instruction that outperforms the rest, resulting in differentiated learning theories. This paper will describe a customized learning theory as the foundation for future classroom learning experiences.

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Importance of Learning Theory

To understand learning theory and its importance, we must first define learning. Learning, according to Slavin and Schunk (2018), is “an internal mental phenomenon inferred from what people say and do” (p. 22). As previously stated, numerous theories provide methods of teaching and learning, as well as how the mind functions about to the latter and the abilities that it poses., Teachers should be familiar with various learning theorietoto improve learning environments. These theories must exist so that educators can become aware of how people learn, making it easier for teachers to illustrate those findings in the classroom. Understanding how students learn is critical in the relationship between students and teachers. Because everyone learns differently, different teaching strategies must be implemented in the classroom. According to Van Brummelen (2009), an inclusive classroom requires differentiated learning strategies for optimal learning. Differentiation is not a new concept, but it has gained prominence as teachers have recognized that not all students think, learn, solve, and create in the same way or at the same rate” (p. 219). It takes a skilled educator to properly analyze the learning environment and design a learning experience that effectively reaches every student in their class.

An Effective Teacher’s Profile

Teachers are constantly working to improve their abilities and studying to become more effective in the classroom. Effectiveness is defined as achieving the desired or anticipated results or, more specifically, making improvements in specific areas of a person’s choosing. How does a teacher become proficient in their field? During my research for this paper, I came across an article that compared medical teachers, such as doctors and dentists, to regular classroom teacherregardingof what makes a good teacher. Singh et al. (2013) described how doctors used a questionnaire with 24 questions to survey each faculty member to gain insight into what makes an effective teacher. Other authors used thionyl opinions of what makes an effective teacher in previous studies, but this study was different because they received feedback from actual teachers. Because of this questionnaire, Singh et al. (2013) state, “The top three desirable qualities of an effective teacher in our study were knowledge of subject, enthusiasm and communication skills.” While I am currently a middle school teacher, the qualities listed in this study are very important to me. It is critical to first gain knowledge of the content or subject to be taught to be an effective teacher. If a teacher lacks the necessary knowledge, students will have a poor understanding of annatto added to what they previously received in elementary school.

In a middle school setting, enthusiasm is also essential. “Enthusiastic and cheerful teachers are important components of a positive classroom environment,” write Shan et al. (2014). A positive classroom environment relies more on praise and encouragement than criticism”. Every day, I greet my students with a smile as they enter my classroom, and I always introduce lessons in a fun way that captures their attention. Constant enthusiasm makes my y students become excited about learning, making the learning environment more active, and students readily increase participation. Finally, effective communication is required for student success. “Effective communication is best promoted by opportunities, platforms, and adequate channels to communicate with teachers,” write Singh et al. (2014). Teachers can provide opportunities for students by forming relationships with them and praising them when they do something right or achieve goals they set for themselves. In turn, an open line of communication will promote student achievement and a positive learning environment.

An Effective Learning Environment is Described

Many things come to mind when considering an effective learning environment, such as having procedures and policing excellent classroom management. An effective learning environment, according to Slavin and Schunk (2018), “includes not only preventing and responding to misbehavior, but also, and perhaps more importantly, using class time well, creating an atmosphere conducive to interest and inquiry, and permitting activities that engage students’ minds and imagination” (p. 296)It is critical to establish clear expectations and class rules toTo provide a sense of security and seriousness in the classroom. Classroom management entails enforcing discipline when students are misbehavandso effectively managing time. Class time is extremely important in middle school. Middle school classes are typically 55 minutes to an hour long. Educators must have effective lessons to accommodate students and their learning styles during thiperiodod. During this time, teachers use a variety of instructional strategies, including direct instruction and the use of technology. “The term direct instruction refers to lessons in which you transmit information directly to students, structuring class time as efficiently as possible to achieve a clearly defined set of objectives” (Slavin & Schunk, 2018, p. 326). Daily lecturing to students can become tedious and quickly lose students’ interest. “As a result, you should include variety, activity, or humor to enliven the lecture and keep students’ attention” (Slavin & Schunk, 2018, p. 334).

Students in the twenty-first century require more than just direct instructiodailyis. With the advancement of modern-day technology, educators can implement technology within the classroom in many ways. Computers and mobile device users have expanded our ability to provide more learning for our students. Blended learning is the term used to describe the use of technology in the classroom. “Learner interaction is a critical factor for successful online learning,” writes Plough (2017). He also claims:

The ability of blended learning to create a community of inquiry, encouraging open dialogue and critical debate, negotiation, and agreement, and often giving voice to students who may be hesitant to offer their thoughts in face-to-face environments makes it particularly effective (Plough, 2017).

This is evident in my classroom. I frequently use the educational resource Nearpod, which actively engages students with videos and free-response questions to elicit participation. It also allows students to express themselves freely. I have found technology extremely beneficial because of the community it has created in my classroom. People sometimes believe that technologhindersto education, but it is often a great tool for enhancing lessons and engaging students’ attention.

Actively Including and Engaging Learners with Disabilities and Disabilities

Every person on the planet is unique. God made each of us in his image. “So the Lord said to him, ‘Who has made man’s mouth?” Exodus 4: 11 says. Or who creates the mute, deaf, seeing, or blind? Have I not, Lord?” (King James Version, New). God says in this scripture that he creates us the way he wants us to be. People (children) who are deaf, mute, or blind are thought to have unique needs and abilities. To meet the needs of both regular and special education students, educational practices must differentiate learning. Differentiated instruction fosters inclusion and active learning for all participants. Students with diverse needs are more likely to feel valued as class members if they feel included in instruction and receive the attention and care they require. Vasilis (2018) stat, es “Differentiated instruction has the potential to increase the scores on high-test assessments for students with disabilities…and students labeled as gifted and talentecomparedon to students in schools that promote ‘one size fits all’ instruction”. It is critical for teachers to be sensitive to the needs of students to see the results listed in this statement. In my classroom, I always make sure that every student is included in the lesson because I want them to feel valued, welcomed, and engaged in lessons. I have a soft spot for children with exceptionalities, and I always make it my duty to ensure they receive the proper education as students who are perceived to be normal. Everyone is equal in my eyes, and everyone should be their unique self.

Taking Care of Behavior and Character Development

How do we address classroom behavior and character development? Before answering that question, it is necessary to first comprehend a child’s moral development. Morals are our perceptions of what is right and wrong. There are many different theorists, each with their own set of ideas. Piaget and Bandura are the two I’d like to concentrate on. Piaget’s moral development was more concerned with moral judgment, which he classified into two stages: heteronomous and autonomous. Ryan (2011) states that “heteronomous is subject to an external law, rule or authority…autonomous means independent in mind or self-governing”. Others control children’s morality from birth to nine years of age (heteronomous stage, external morality). Children do not need anyone to tell them what is morally correct after age nine or ten because they have an internal sense of right and wrong (autonomous stage) (Ryan, 2011). A child had to go through three additional stages before moving from the heteronomous to the autonomous stage. Premoral is the name given to the first stage. Children at this age do not consider what makes something right or wrong (Ryan, 2011). Children understand right and wrong during the second stage, Moral Realism, based on rules imposed by authoritative figures such as parents and teachers (Ryan, 2011). In the final stage, Moral Relativism, children believe the rules are subject to change (Ryan, 2011). Children are not always taught verbally, according to Bandura’s developmental theory. Morality is taught to them through imitation. Bandura claims that “children learn through social contacts, and thus we as adults model behavior for children all of the time” (Ryan, 2011). When children observe a particular behavior or action, they experiment by imitating it to develop their sense of morals.

Both theorists agreed that children are influenced by their environments, which include adults. This is especially true in middle school. I had no idea how much children learn from adults until I started teaching. In class, I deal witvariousof behaviors, and I have to remind myself that not all children are raised the same way. Children are reflections of the environments in which they grow up. Most of the time, their behavior reflects this. As an educator, I can help children develop a sense of right and wrong by serving as a good model or example. According to Proverbs 22:6, “Raise a child in the way he should go. And he will not abandon it when he is old” (New King James Version). I always teach my students the value of always doing the right thing. When my students follow directions or do something good, I reward them. This promotes other students who usually act out of the norm to change their behavior because they see how people are being rewarded. This also aids in maintaining classroom order. A student who frequently acts out will eventually grow tired of being the only student who does not receive a reward; as a resulttheirer, their morals will gradually improve, along with their behavior.

In this course, I interviewed my mother about character development. “I try to teach them Godly values,” says A. Turner (personal communication, February 17, 2018). These values include treating others how you would like to be treated, being honest is the best policy, being courteous and respectful, and teaching them forgiveness and compassion. I always teach my children to seeGod’sor guidance in everything they fe”.

That interview taught me that educators should help children develop their character. As a middle school teacher, I have several options for incorporating character education into my lessons. I like to encourage collaboration with partners to support and develop children’s social development. “Working with partners helps kids learn to cooperate and builds community in your classroom,” writes Elizabeth Mulvahill (2016). This is very visible in my classroom because I observe how my students interact with one another and how they all contribute to discussions about the work they are doing. It’s amazing how much children can learn from one another. I’ve always believed that character development begins at ho and school with teachers. As an educator, I strive to be a good role model for my students so that they can mimic my example and strengthen their characterStudents’ts Engagement in Learning, Self-Efficacy, and Motivation.

Albert Bandura (1997) states in Davison (2003) that “self-efficacy is a person’s belief in their ability to produce desired results through their own actions… Unless people believe they can produce desired effects by their actions, they have little incentive to act on or to persevere in the phase of difficulties”. Self-efficacy can be low or high, depending on the individual’s ability. Bandura (1997) identifies four major factorcontributingte to self-efficacy: mastery, modeling, social persuasion, and physical and emotional states. Mastery requires overcoming obstacles and learning from one’s mistakes. The second method is through modeling, which involves people seeing others succeed who inspire them to succeed as well. The third method is social persuasion. When people are persuaded, they work harder and avoid dwelling on their doubts when problems arise (Davison, 2003). Finallytoto boost self-efficacy, people must correctly read their physical and emotional status and assess their capabilities (Davison, 2003). Bandura used the management of negative physical and emotional states as an example. Exercising is one way to help manage these states. It allows you to relieve stress while also keeping you physically fit. Bandura’s theory identifies four effects of efficacy beliefs. Cognitive, motivational, emotional, and decisional effects are the four effects of efficacy beliefs. These beliefs influence our thoughts, such as whether we are optimists or pessimists. The cognitive effect entails being aware of one’s responsibilities and challenges while remaining optimistic. The motivational effect involves committing to and motivating yourself to complete the challenges you set for yourself. The emotional effect of managing your ability to deal with life’s stressors. Finally, the decisional effect is concerned with the choices you make in life and your ability to deal with the consequences of those choices (Davison, 2003).

Most people believe that teachers are only hired to educate children, but we are seen as more to our students. As educators, we must recognize that children come frovariousof backgrounds and that some may lack positive role models in their lives. That is where we can help those children in need by setting a good example in and out of the classroom. There are numerous ways for educators to help students develop a stronger sense of self-efficacy. In my classroom, I like to teach my students about setting goals and how to achieve them. Goal-setting boosts self-efficacy by encouraging positive thinking and self-agility. When they encounter a roadblock, their goal will come to mind and motivate them to keep going. Another way to boost self-efficacy is to praise students when they achieve their goals. In turn, it fosters positive emotions in the student and encourages the student to maintain positive thoughts and interactions with teachers.

Conclusion/Personal Reflection

My role as an educator is critical; I learned the importance of educational theory throughout this course and while conducting research. Understanding these theories is essential for creating a classroom environment that facilitates and encourages learning. These theories enable us to comprehend students and their various learning abilities. As an educator, it is critical to be enthusiastic about learning to actively engage students, and it is also critical to serve as a role model for studenthood to further develop their character. I want to conclude with Ephesians 5:15-16. “Look carefully then how you walk, not as fools but as wise, making the best use of the time, for the days are evil,” it says (English Standard Version).

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References

Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: Freeman.

Davidson, F. (Producer). (2003). Bandura’s social cognitive theory. Davidson Films. Retrieved from http://search.alexanderstreet.com.ezproxy.liberty.edu/view/work/1780107

Mulvahill, E. (2017, October 04). 21 Ways Teachers Can Integrate Social-Emotional Learning. Retrieved from https://www.weareteachers.com/21-simple-ways-to-integrate-social- emotional-learning-throughout-the-day/

Plough, B. (2017). Recognizing and understanding effective blended learning in secondary classrooms. Leadership, 46(4), 28-29,31. Retrieved from http://ezproxy.liberty.edu/login? url=https://search-proquest-com.ezproxy.liberty.edu/docview/1877241594? accountid=12085

Ryan, K. O. (Producer). (2011). A Child’s Mind: How Kids Learn Right & Wrong [Video file]. Learning Seed. Retrieved June 15, 2017, from Education in Video: Volume I.

Shan, S., Li, C., Shi, J., Wang, L. and Cai, H. (2014). Impact of Effective Communication, Achievement Sharing and Positive Classroom Environments on Learning Performance. Syst. Res., 31: 471–482. doi:10.1002/sres.2285

Singh, S., Pai, D. R., Sinha, N. K., Kaur, A., Soe, H. H., & Barua, A. (2013). Qualities of an effective teacher: what do medical teachers think? BMC Medical Education. Retrieved from https://doi-org.ezproxy.liberty.edu/10.1186/1472-6920-13-128.

Slavin, R. E. & Schunk, D. H. (2018). Learning theories EDUC print offer for Liberty University. Retrieved from https://view.ebookplus.pearsoncmg.com

Vasilis, S. (2018). The value of differentiated instruction including students with special needs/ disabilities in mainstream schools. SHS Web of Conferences. doi:10.3897/bdj.4.e7720.figure2f

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How does the lens from which you view the world shape your approach to research inquiry? Why is it important for a scholar-practitioner engaged in research to acknowledge your worldview?

The Learning Resources in this first week will help you answer these questions and provide you with a foundation in the philosophy of science that will help you appreciate various research designs and methods. With this foundation, you will be encouraged to reflect on how your assumptions about the acquisition of truth and the nature of the world influence your approach to the research process.

For this Discussion, you will identify an area of interest for a possible research topic. As you read about the different philosophical orientations in this week’s readings, consider if one of these orientations most closely aligns with your worldview and a particular research approach.

Post a brief description of your topic of research interest. Next, state the philosophical orientation that reflects your worldview and explain the epistemological and ontological assumptions of this orientation. Then, explain how these assumptions lend themselves to one or more research approaches.

Support your Main Issue Post and Response Post concerning the week’s Learning Resources and other scholarly evidence in APA Style.

LEARNING RESOURCES/REFERENCES

• Babbie, E. (2017). Basics of social research (7th ed.). Boston, MA: Cengage Learning.
  • Chapter 1, “Human Inquiry and Science”
• Burkholder, G. J., Cox, K. A., Crawford, L. M., & Hitchcock, J. H.  (Eds.). (2020). Research designs and methods: An applied guide for the scholar-practitioner. Thousand Oaks, CA: Sage.
  • Chapter 1, “Introduction to Research”
  • Chapter 2, “Philosophical Foundations and the Role of Theory in Research”