Customized Learning Theory - Research Paper Example

? Customized Learning Theory Paper Katherine D. Mooney Liberty EDUC 500 Customized Learning Theory Introduction The way learning resourcesare created, used and managed by an individual is dependent upon his own belief of the learning methodology; however the field that utilizes an assortment of learning theory is known as education technology. Thus educational technology may be defined as the procedural treatment which enables learning, as an organized process based on objectives along with systems and strategies to accomplish those objectives. Many theories have been proposed of cognitivism, behaviorism, social reconstructionism, critical pedagogy and constructivism in relation to educational technology. Going through such theories, an attempt is made to produce a customized theory of learning as theory and practical may be incoherent thus modification of theory is done to acquire the destined objectives (Leonard, 2002). A teacher in an idealized world could be imagined as a mere speaker in the classroom and the speech is so effective that at the end of the session each student is able to comprehend what has been taught and when they are tested in the examination; an excellent performance can be accomplished. But since the world can’t be idealized and so teachers have to cope with differences in ethnicity, race, or socioeconomic status while attempting to formulize the best learning model within the classroom. Moreover, there exist differences in comprehension levels, learning styles, learning attitudes, behavioral issues, and so much more. In attempts to command over the career goals and academic efforts of the developing students, teachers may feel themselves marginalized command over the academic efforts and career goals of their developing students. So in order to address the issues related to the effective delivery of knowledge, teacher should create a learning environment specific to the class. Thus customized learning theory provides an opportunity for a teacher to formulate one’s own theoretical model to be applied in the class for effective delivery of knowledge and enhancing learning ability of students. One of these theory that can be referred as a proponent of customized learning is the theory of constructivism that emphasizes the application of a student centered approach (Kamii & Ewing, 1996). Moreover with the advancement in the work on educational grounds, Experiential Learning can be utilized to create a student centered class room setting. Learning Theory and its importance ELT provides a comprehensive learning process model as well as multi-linear representation of adult development that are mutually consistent with what is assumed of the learning, growth and development mechanism of individuals. It emphasizes on experience, which helps in distinguishing it from the behavioral and cognitive theories of learning. Another reason of being known as experiential theory is its origin from the works of philosophers like Piaget, Dewey and Lewin. It integrates the philosophical pragmatism of Dewey, social psychological aspects of Lewin’s work and the constructivist model of Piaget. Thus it can be said that it provides an inclusive model of learning in adults intended to explain the differences and complexities of adult learner’s abilities in a single framework. The basis of this theory is experience which is the main motivating instinct in learning (Eickmann, Kolb & Kolb, 2004). Erikson indicated that teachers need to develop ways of approving the potentialities of students by giving close consideration to their activities and distinguishing and sharing with them the areas of their core competence. So an increase in the time of interaction of teacher and student is most likely to occur as the time spent by the teacher with student increases. The theory of Erickson proposed the impact of a teacher on the learning capability of adolescent students. This theory basically emphasizes on the role of teacher in the academic learning of students and is incorporated to understand the nature of influence a teacher can endorse on the comprehension capability of students. Erikson's theory is unparalleled among theories of development theories in that he tried to distinguish the procedure of development over the lifespan. He depicted this process as one that necessitates individuals to achieve particular psychosocial tasks throughout 8 developmental periods. Throughout the lifespan, these chores may broadly be depicted as an effort, on the each individual’s part, to work out how he/she pertains to the world (Hamman, & Hendricks, 2005). ELT and multimodal learning and ability grouping An inclusive classroom setting for optimal learning requires differential strategies. Differentiation is not a novel phenomenon, but it emerged with the development of similarity among students in learning, solving, thinking and creating in a similar manner. The creation of classroom emphasizes that a number of students within the class is needed to teach simultaneously and this requires the use of differential learning activities. Experiential Learning is more practical in the high school level settings as the mind of the students is grown to a certain level of maturity and they have undergone a cyclical stage of learning through primary, middle and secondary schools. A learning style inventory formulated by David Kolb provides a measure for the assessment learning style of each individual. The four learning styles proposed by him include assimilating, diverging, accommodating and converging. These scales can be used to discriminate students in a class room and appropriate learning plan can be adopted. The curriculum needs to emphasize the importance of learning through experiencing thus incorporating theory along with practical procedures. Moreover the learning strategy can be molded on the basis of the subject of specialization of students at high level. Introducing team learning will help in the collaborative experiencing and sharing of knowledge, as well as creating a sense of self responsibility within the pupils. A technique called clustering may be applied as it is suggested to promote achievement in various grades and group levels. Since an inclusionary classroom setting is preferred, the setting should incorporate all sorts of students having varying psychological as well as physical disabilities as it is supported by the literature that a fully inclusive classroom can be utilized with ability grouping. Ability grouping provides a chance to group children’s with similar abilities so that an appropriate approach may be framed to address the learning needs of each group. Thus the assignment structures may be framed based on the capability of each group. However it works best if utilized for a few subjects such as the subject of specialization while a full inclusion class room for the rest of subjects. In my opinion, each school should adopt a differential education plan based on the abilities and aptitude of each individual student. In spite of the grouping approach adopted by a school, the research corroborates grouping programs that implicate more significant adjustments of curriculum to learning ability. Students in such grouping programs outclass equivalent controlled students from a class having mixed ability students. Programs that entail acceleration require a huge curricular adjustment are proposed to have the most prominent results on student learning. So an effective instructor could be defined as the one who has the capability to embrace and realize diversity within the given class room setting. On the basis of the individual capability and aptitude, the effective teacher could adapt the curriculum plans and incorporating more practical learning, while ensuring that each student considers himself a part of such a developed learning community. Since learning is evidenced to enhance in a grouped class room setting addressing individual needs of students, teachers may decide to choose when to apply a collaborative learning techniques and when to have a curriculum plan addressing the individual needs. It may be thus said that inclusion is not only an educational setting but an organizational intervention that shifts the concern from the curriculum and teaching strategy to the place or setting involved. Personal Reflection My conventional learning methodology has been an integral part of the process of development of my customized theory. Since being a realistic individual and having a firm belief in equality, I prefer that each individual should be given an equal opportunity to seek and get knowledge on a level that ensures their participation and comprehension. My learning style reveals that I am a visual, auditory and kinesthetic learner. I believe in the notion that the transmission of knowledge is enhanced by using visual aids like multimedia etc. Moreover for the complete apprehension of the subject of study, practical application is necessary. So I believe in learning by looking and doing. Due to this learning technique, I assume that learning at any level can be enhanced using visual aid and the demonstration of particular phenomenon under study (Andreu-Andres & Garcia-Casas, 2011). Since being a research oriented individual, I consider that the students should be provided an opportunity to explore concepts and notions included in their curriculum. And to further enhance the capability of students, small groups of similar ability and a similar level of apprehension should be formed in the classroom settings. Emphasizing a student oriented model in the class, I recommend the grouping ability approach. The class room should be a place of developing innovations, creating new concepts and developing enhanced learning mechanism. The learning session should be more interactive where the teacher and student both participate for effective sharing of knowledge. I consider learning as an active process that cannot be achieved vicariously (Bethell & Morgan, 2011). Being a proponent of exchanging ideas, sharing knowledge, listening to others and developing a learning community including all types of individuals whether able or disabled. Learning communities has been a widely incorporated idea in the educational institutions. To implement my learning theory, I plan to teach the higher level students. I consider that the student centered, experienced oriented and inclusive study setting is a worthy tool for teachers in effective delivery of their task. Conclusion In order to develop a learning community based on inclusive setting and ensuring ability grouping, instructor needs to realize and consider the individual differences among the students within a classroom. The teacher needs to perform at its best level to ensure effective delivery of knowledge. Students should be encouraged by teachers to create personal discovering while actively communicating. In an ideal world, the teachers would be always focused on t he needs of students and they should have high motivation to increase their knowledge and there would be excessive resources to furnish the needs of a learning community. But in a real world nothing like this exists. The real world differs from an ideal world in many ways. So the teacher needs to analyze the real world situation and propose a strategy that may help in adjustment of the real world complications. Real world requires efforts from all side within the limited resources available. To effectively conceptualize the learning, a fusion is required between the construction of experts and students. By contrasting and comparing the construction of students with experts, an insight can be gained by the students into both and they may re- conceptualize themselves to attain similarity to that of the experts. Being faced by the constraints of real life, teacher need to split their attention amongst varying students of diverse origins, capabilities, and interests and learning styles. In order to address the needs of students teachers are needed to understand their own learning style and using it formulate a learning theory that they find will be suitable for administering the needs of students. References Andreu-Andres, M. A., & Garcia-Casas, M. (2011). Perceptions of Gaming as Experiential Learning by Engineering Students. International Journal of Engineering Education, 27(4), 795-804. Bethell, S., & Morgan, K. (2011). Problem-based and experiential learning: Engaging students in an undergraduate physical education module. Journal of Hospitality Leisure Sport & Tourism Education, 10(1), 128-134. doi: 10.3794/johlste.101.365 Eickmann, P., Kolb, A., & Kolb, D. A. (2004). Designing learning. R. J. Boland & F. Collopy, (Eds.). Managing as designing. Stanford: Stanford University Press. Hamman, D., & Hendricks, C. B. (2005). The Role of the Generations in Identity Formation: Erikson Speaks to Teachers of Adolescents. The Clearing House, 72(2), 72-75. Jarvis, P. (2012). Towards a Comprehensive Theory of Human Learning. Routledge. Kamii, C., & Ewing, J. K. (1996). Basing Teaching on Piaget's Constructivism.Childhood Education, 72(5), 260. Kolb, A.Y., & Kolb, D.A. (2009). Experiential learning theory: A dynamic, holistic approach to management learning, education, and development. S.J. Armstrong, and C.V. Fukami, (Eds.). Handbook of Management Learning, Education and Development. London: Sage Publications. Leonard, David C. (2002). Learning Theories, A to Z. Greenwood Publishing Group. Read More