The Study of Learning Theories - Essay Example

Name: Course: Tutor: Date: Learning theories Introduction This paper will incisively discuss what learning entails and why it is imperative for educators to understand that students learn differently. It will explore two different learning theories by John Dewey and Lev Vygotsky. Moreover, this paper will illustrate how these theories can be applied in a particular teaching area by giving relevant examples. It will depict my role as a teacher in supporting the learning of students. Learning can be described as a process of acquiring knowledge, skills, new values, behavior and preferences. It involves taking in different information and allowing the brain to process this information into the desirable outcomes. Learning largely depends on the subject being learnt, one’s mental capacities, environmental circumstances and socio-cognitive circumstances. It is apparent that students learn differently since they learn different subjects and have different mental capacities, environmental circumstances and socio-cognitive circumstances. It is therefore important for teachers to consider different learning approaches so that they can meet the learning needs of each student. Furthermore, when teachers understand that student learnt differently, they are able to use approaches that will facilitate the smooth learning of each student. Through this understanding students will experience personal development and will be motivated to achieve their unique goal (Holt 14). Learning theories In an attempt to shed light on the variables of learning a number of education theorists have come up with concepts that unveil fundamental learning approaches that aim at meeting the unique needs of students. Key among these theorists includes, John Dewey and Lev Vygotsky. “The child and the curriculum” by John Dewey In this theory John Dewey defines learning as how individuals acquire knowledge and skills. Dewey explains that this process entails organic assimilation initiated from within and transmission takes place through communication. Basically, Dewey accentuates that learning is the sum total of known factors that are handed down by learned men and through books. Dewey further points out that the primary factors in the educative process are particular social aims, values and meanings. The learning process occurs as a result of the interaction of these factors. This concept facilitates the essence of John Dewey’s education theory, “The child and the curriculum.” In this theory, Dewey observes that there are apparent differences and deviations between the curriculum and the child that have indefinitely widened. The divergence is depicted in the personal world of the child and the specializations of the curriculum (Dewey 62). As a result of this divergence conflict emerges form the various educational sects. Dewey proposes in this theory that the child should be the starting point, centre and the end of the learning process. Character and personality should be put into account, self realization endorsed as the primary goal. The primary focus should be laid on the student’s character, self-realization goals and personality rather than information on the curriculum. In addition, John Dewey establishes in this theory that the divergence between the child and the curriculum can be duplicated through discipline and interest. The standpoints of these factors accentuate the necessity of adequate training on the part of the teacher and initiative on the part of the learner (Dewey 62). “Zone of Proximal Development” by Lev Vygotsky Lev Vygotsky’s concept of learning is epitomized in his theory, “Zone of Proximal Development.” In this theory Vygotsky noted that when children are evaluated on their own tasks they hardly did well as compared to when they are working in collaboration with an adult. This was by no means a common case that the collaboration of the adult in the activities of the children facilitated the effective performance of tasks. Nevertheless, the process of engaging or involving the adult enabled the children to refine their thinking and perform effectively. Consequent to this observation, Vygotsky established that the articulation ideas and development of language plays a key role in learning and development (Kozulin 41). Vygotsky further points out that child development comes about as a premise of the child’s learning experiences and therefore there exists link between education and cognitive development. This perception opens new perspectives regarding the evaluation of children potential in learning and learning disabilities. Basically, the conception of Vygotsky’s theory establishes that task oriented interaction between a less competent individual and a more competent individual could result to proficiency in a joint task. Therefore, Vygotsky proposes a learning approach that involves the collaboration of less competent individuals and more competent individuals (Kozulin 41). Practice application Evidently, the learning theories depicted by both John Dewey and Lev Vygotsky can play a significant role in enhancing effectiveness in various teaching areas particularly in Visual Arts. As an integral part of my teaching practice in Visual Arts, I will consciously try to incorporate some of the concepts put across in the theories of John Dewey and Lev Vygotsky. Concepts expressed by these theorists epitomize a constructivist approach of teaching. This approach accentuates on the learner’s ability of processing information as the focal point of learning. Therefore, in this approach to learning the main objective learning lies in giving profound knowledge and meaning to students in order to encourage them to learn. Using this approach as a teacher will require that I create a conducive learning environment by giving support to students and not lecturing or giving direct answers (Mowrer & Klein 156). A common concept in the above theories revolving around the constructivism approach to teaching establishes that students should b actively involved in their personal learning process. Therefore, the past experiences, prior knowledge and interests of the students should be put into account when formulating the lessons content , methods , the assessment process and the curriculum in general(Dewey 62). When undertaking each lesson as a teacher I will put into account that students should be active learners and there is an organic connection between their personal experiences and education. For instance, while undertaking a Visual Arts lessons as the teacher I will provide a platform whereby students can actively participate in meeting the objectives of the lesson content. Furthermore, I will create a platform whereby students can bring in their unique perspectives and abilities (Schunk 112). In effecting the sentiments of the highlighted learning theories in the visual arts classroom, students will be allowed to improvise their concepts through hands on tasks, manipulating concrete objects and by exploring the existing relationship of distinctive art elements with the environment. This will in turn create a contextual fabric to the learning process of students in the visual arts classroom. For instance, as far as visual art is concerned concrete art models could be used to represent typical real life scenarios. Moreover, in effecting the perspectives put across by these learning theories in the visual art classroom, the main focus will be shifted to the learning process and not the outcomes. Solutions to the emerging lessons variables will be sought from the consequence of the learning process thus enabling the student to construct meaning and develop knowledge from within. Therefore in the Visual arts classroom finding meaning of the learning content through typical real life situations will be centre stage (Schunk 54). My teaching practice in the Visual Arts field will also incorporate Lev Vygotsky theory touching on the aspects of collaboration in learning. In this case, verbal interactions will be mandatory students will collaboratively work on tasks in groups. This will enable students to express their thinking, share and combine ideas in order to actualize a common objective. This precept of constructivism is integral to Vygotsky’s theory of learning that accentuates on the fact that people learn when in contact with others and not in isolation. It is worth noting that this approach can be considered as discovery learning whereby students develop their own thinking, improvise their unique artistic works and arrive at their own conclusions. Nevertheless, it is also worth noting that this approach is particularly designed as a learning approach and not instructional. Therefore, as a teacher my key role will be to formulate a conceptual framework that is conventionally approved in the field of visual arts (Mowrer & Klein 156). Misconceptions associated with classroom laze fair are bound to occur during the implementation of this learning approach. Students could attempt doing whatever they want or arrive their plausible conclusions. The misconceptions of this learning approach occur as a result of the emergent discourse that take place when social norms of communication put aside. This is in contrast to the rigid institutionalized top-down communication frequently practiced in the traditional teaching settings. Consequently, using this approach of learning in the visual arts classroom promotes a dynamic cultural system. Therefore, as a teacher in this classroom setting I will be obliged to guide the students to the agreed conventional knowledge base revolving around a constructivist cultural system. Implementing this approach in the Visual art classroom will cause students to become career builders as they work collaboratively with their counterparts. This in contrast to the traditional classroom whereby the curriculum content and methods lack flexibility and are tightly correlated. As teacher implementing this learning approach will require that I develop the interests of the students in the classroom by finding creating ways of tackling the curriculum content and eliciting prior knowledge. Furthermore, it is imperative that an appropriate evaluation tool is put into place so that the understanding of a student on a particular learning outcome can be assessed (Schunk 112). When handling particular curriculum content, it is necessary to put in mind that the learning preference of students differ. For instance, when learning sculptures, paintings or patterns some students could prefer learning through lectures or activities. Therefore, it is necessary that these means of learning should be put into account since students can have content content structured in a moderate degree and contextualize this content in a way that stimulates them. This would in turn create a powerful incidental or collateral learning that inputs meaning to the students in the course of the learning process. As a result, while each leaner is contextualizing the curriculum content they could take different processes in learning the content using various themes thus making it possible to evaluate each student as an individual. By further implementing this learning approach as recommended by various theories students can engage in long term projects by reflecting on their personal cognitive and learning strategies. Moreover, character and personality of the student is put into account through the entire learning and as a result the students are able to experience self realization. Furthermore, T primary focus is laid on the student’s character, self-realization goals and personality rather than information on the curriculum (Schunk 54). Supporting the learning of students As a visual arts teacher, my role is inherently fundamental in supporting the learning of students. My role will be to pass on information, understanding and knowledge to the students. In order to actualize this it will be necessary to bear in mind that each student learns differently and therefore there is need to use different strategies of passing knowledge and skill to the students in order to capture their unique learning needs. In reference to the highlighted learning theories my role as a teacher in supporting the learning of students will involve facilitating the learning sessions. Facilitating learning sessions promotes a more student centered approach to learning. This will in turn necessitate a conducive student-teacher relationship that elevates effective learning outcomes. Another way of supporting the learning of students involves curriculum planning. As a visual art teacher my role will entail coming up with a curriculum context based on a balance between the student’s inputs and the agreed conventional knowledge (Mowrer & Klein 156). Moreover, I anticipate that my role in supporting the learning process of students will involve assessing the learning outcomes of the students. The evaluation of the student’s proficiency in particular curriculum content is vital since it enables both the teacher to know whether the student has completely grasped a particular subject area. In addition, my role as visual arts teacher in supporting the learning of students involves being a resource developer. For instance, Visual arts as a subject necessitate an increased demand for learning resource materials. There is continuously a horizon of new technology being incorporated in visuals arts. Therefore, in order to support the learning of students my role will be to ensure that students have access to the learning resource materials. When handling particular curriculum content, it is necessary to put in mind that the learning preference of students differ. Therefore, my key role as a teacher in supporting the learning of students lies in meeting the specific learning needs of each student(Holt 14). Works Cited Dewey, John. The Child and the Curriculum. Chicago: University of Chicago Press, 1902, p 62. Holt, John. How Children Learn. UK: Penguin Books. 1983, p 14. Kozulin, Alex. Vygotsky's educational theory in cultural context. New York: Cambridge University Press. 2003, p 41. Mowrer, Robert & Klein Stephen. Handbook of contemporary learning theories. New York: Routledge Publishers. 2001, p 156. Schunk, Dale. Constructivist Theory in Learning Theories: An Educational Perspective. 5th Ed. New Jersey: Prentice Hall. 2008, p 112. Schunk, Dale. Learning theories: an educational perspective. New Jersey: Prentice Hall. 2004, p 54. Read More

“Zone of Proximal Development” by Lev Vygotsky Lev Vygotsky’s concept of learning is epitomized in his theory, “Zone of Proximal Development.” In this theory Vygotsky noted that when children are evaluated on their own tasks they hardly did well as compared to when they are working in collaboration with an adult. This was by no means a common case that the collaboration of the adult in the activities of the children facilitated the effective performance of tasks. Nevertheless, the process of engaging or involving the adult enabled the children to refine their thinking and perform effectively.

Consequent to this observation, Vygotsky established that the articulation ideas and development of language plays a key role in learning and development (Kozulin 41). Vygotsky further points out that child development comes about as a premise of the child’s learning experiences and therefore there exists link between education and cognitive development. This perception opens new perspectives regarding the evaluation of children potential in learning and learning disabilities. Basically, the conception of Vygotsky’s theory establishes that task oriented interaction between a less competent individual and a more competent individual could result to proficiency in a joint task.

Therefore, Vygotsky proposes a learning approach that involves the collaboration of less competent individuals and more competent individuals (Kozulin 41). Practice application Evidently, the learning theories depicted by both John Dewey and Lev Vygotsky can play a significant role in enhancing effectiveness in various teaching areas particularly in Visual Arts. As an integral part of my teaching practice in Visual Arts, I will consciously try to incorporate some of the concepts put across in the theories of John Dewey and Lev Vygotsky.

Concepts expressed by these theorists epitomize a constructivist approach of teaching. This approach accentuates on the learner’s ability of processing information as the focal point of learning. Therefore, in this approach to learning the main objective learning lies in giving profound knowledge and meaning to students in order to encourage them to learn. Using this approach as a teacher will require that I create a conducive learning environment by giving support to students and not lecturing or giving direct answers (Mowrer & Klein 156).

A common concept in the above theories revolving around the constructivism approach to teaching establishes that students should b actively involved in their personal learning process. Therefore, the past experiences, prior knowledge and interests of the students should be put into account when formulating the lessons content , methods , the assessment process and the curriculum in general(Dewey 62). When undertaking each lesson as a teacher I will put into account that students should be active learners and there is an organic connection between their personal experiences and education.

For instance, while undertaking a Visual Arts lessons as the teacher I will provide a platform whereby students can actively participate in meeting the objectives of the lesson content. Furthermore, I will create a platform whereby students can bring in their unique perspectives and abilities (Schunk 112). In effecting the sentiments of the highlighted learning theories in the visual arts classroom, students will be allowed to improvise their concepts through hands on tasks, manipulating concrete objects and by exploring the existing relationship of distinctive art elements with the environment.

This will in turn create a contextual fabric to the learning process of students in the visual arts classroom. For instance, as far as visual art is concerned concrete art models could be used to represent typical real life scenarios. Moreover, in effecting the perspectives put across by these learning theories in the visual art classroom, the main focus will be shifted to the learning process and not the outcomes.

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