Learning Theory Application - Essay Example

Learning theory application Name Institution Affiliation Learning theory application The most effective learning process varies from one student to another depending on their understanding. Every student has different capabilities, and such diversity is hardly ever captured in the assessment test. There exists many learning theory that tries to define what teachers can do so as to ensure all the students with varying skills and capabilities can understand the content to their abilities. The paper will carry out a critique of learning activities from the learning theory perspective. Many factors determine how the student understands concepts taught to them. Such factors are unique to one person and can be used to explain why students understand similar concept in a different manner. The study assesses the learning method adopted by teachers from Lathner Primary school in Australia. The school is different from other schools as it has adopted modern learning method focused on appreciating skills exhibited by each student instead of doing standardized tests (Yamamoto, 2010). Lathner primary school understands the broad role family helps in a students learning. It, therefore, engages family to help the student to continue learning when they are outside the school. It, however, understands the busy schedule of the caregivers, of whom 85 percent are employed full time (Yamamoto, 2010). It has implemented H-S-Learning to engage families in the learning of their students. The school also recognizes diversity where each student has different skills and level of understanding. The tasks assigned in the H-S-Learning are matched with the expertise and capabilities of each student to appreciate the diversity. The students from the school are still undergoing childhood development hence the need to ensure that school work does not prevent them from engaging in activities associated with childhood growth. Instead of issuing homework, that has had negative implication in many schools, H-S-Learning involves a range of activities ranging from schoolwork to practical activities (Burger, 2007). Ways that theoretical frames are evident in particular learning activities. The principle of the Lathner primary school, Brian Treadwell was increasingly worried by the decreasing number of student in the school (In McKay, 2007). One reason for the decline was the increasing number of students that looked demotivated, bored and tired of the learning process offered in the school. The teachers also found the teaching process to be highly stressful. In compliance with the law, five of the teachers left, and new teachers joined the school. The new teachers led by Anna Jones detected challenges in the way learning was carried at the school and looked for new ways to engage the students so as to help them understand the concepts more (Latham et al. 2011). The students have found the new learning method exciting as they have been allowed to share what they have learned. The idea has injected new energy into the tired students by involving in practical learning activities. The teachers devised new ways to remove boredom at school that had become the new norm by effectively engaging the students. Activities that help place the student at the center of the learning process include matching the knowledge with the students need and identifying their skills and capabilities (Latham et al. 2011). Involving the students in their assessment was carried both at an individual level and peer collaboration that helped in increasing the confidence of the students. It also injected more energy into the learning process. The activities are not practiced only at school but also at home in collaboration with caregivers. The home tasks are known as H-S-Learning in the Lathner primary school. Although the assigning of the tasks vary from one child to the other, depending on the skills of that particular child, the tasks are meant to ensure the children are kept learning whereas being entertained. Some of the practical tasks assigned to the students include engaging in learning with the help of the family, and undertaking further research either at a local library or gathering the information from the family’s history (Burger, 2007). The school is, however, careful by ensuring that the H-S-Learning program does not consume much of the student’s time preventing them from engaging in activities necessary for a child development (Burger, 2007). It has therefore included in the home task several activities that enable both relaxation and physical development. Such activity involves learning how to swim. It also takes into account the need for a strong relationship between the children and the parents or caregivers. Some of the activities that strengthen the relationship include watching a film with the caregiver who listens and offer help in its interpretation. With many of the care providers engaged in full-time employment, the programs are designed only to consume little time, taking into account their busy schedule. The aim of implementing such programs was to breathe new energy into the students who were looking worn out and bored (Latham, 2006). It also relieves the stress on the teacher by enabling the students to participate in their learning therefore their cooperation. The new learning style that is adopted at Lathner primary school is focused on putting the students in the control of their learning. Instead of teachers focusing on the ability of the students to take and pass exams that are standardized, the learning style is equipping them with skills necessary for studying in higher levels such as secondary schools as well as job market (Latham, 2006). It is identifying the skills that are each learner is bringing to the learning and harnessing that skill to enable advance their knowledge. The activities adopted, therefore, solves the challenges that were facing the school when students and teachers were increasingly becoming uninterested, whereas ensuring that students can understand what is being taught in a lesser conventional way. Ways aspects of learning theories are used at different points to enhance learning The new learning styles adopted in the modern learning are focused on identifying the capabilities and skills of the learners instead of the old ways where it was aimed at helping the students pass standardized exams (Velliotis, 2008). It has, therefore, incorporated several aspects of learning theories that help guide on what determines learning method adopted. Learning theories help in understanding how the learning process is done in varying environments through the transfer of information, and it’s processing and how it is retained. Some of the common perspectives adopted in learning include behaviourism, cognitivism, constructivism, and humanism. John Watson founded behaviourism paradigm that state all behaviours exhibited by humans are due to an influence of external stimuli (Kisielnicki, 2008). It dismisses the role of internal factors in influencing the behaviour to be adopted by humans. The teaching style that was being adopted by Lathner School treated learners as passive as they were supposed to listen to what teachers taught and apply the knowledge in the exams. It contributed to the declining number of students due to increased boredom. Accompanied by short concentration span, it made learning difficult, and students started being resistant by refusing to do what their teachers asked them. The resistance created the need for change, as stated by the school principal, Brian Treadwell. The other aspect of learning theory evident in the case is cognitivism founded by Noam Chomsky (Cooke, 2006). The learner in the case is viewed as the processor of information that determines how the learner will behave. Unlike the behaviourism paradigm, cognitivism recognizes external factors do not guide the behaviour of humans rather the processing of information as the main determinant behaviour. The new learning style initiated by Anna Jones focuses on teachers acting as guides in the manner the students think and interprets information. The school adopt the learning theory to help transform from the traditional learning style to the modern learning. They guide how students understand by not providing them with answers to questions when they are wrong but rather asking what factors led to their answers and if they possibly think there is a better solution than the one they have provided. Such questions shape the way a student think and interpret information and is essential in moving towards student-centred learning (Velliotis, 2008). The constructivism learning theory identifies learning as an active learning process (Velliotis, 2008). It places the learner as the information constructor who understands new concepts based on prior knowledge. The paradigm act as the guide for the learning model adopted by the Lather primary school where teachers recognize that the understanding of each student is different based on the knowledge in their possession. The diverse knowledge base is used to define why standardized tests are unfavourable for the learning since understanding is different. Humanism paradigm of learning theory was first founded by Abraham Maslow and Carl Rodgers, who identified the learning process as a fulfillment to a student’s potential (Kisielnicki, 2008). The view recognizes learners to be in needs that can be filled by learner-centered knowledge. Anna Jones identifies that the way learning and assessment are done should coincide with the need of the particular student. The student is identified to be in control of their learning process through their needs. How assessment takes place and reflection of learning theory in the assessment. Assessment is important in understanding the knowledge that students have in their possession. Anna Jones identifies challenges in the assessment methods that are used as they measure the students through standardized tests such as National Assessment Program-Literacy and Numeracy (Latham, 2006). The problems presented by such tests are that they fail to identify the specific skills and capabilities that the students have. Anna Jones states that the assessment did not help her understand her students by not learning about them. She also states that the type of assessment adopted needs to align with the specific need of the student under consideration. One way of solving the challenges presented while assessing is to collaborate with a student, also known as self-assessment. The failure to involve the students in the assessment excludes them from their learning. Engagement of students, on the other hand, put them at the center of the learning enabling them to make informed decisions (Faulkner, 2012). The participation of students in the assessment also helps build their confidence making the aware the teacher is not entirely in possession of the knowledge. Another aspect of assessment is collaborative peer assessment that involves collaboration between students. Students are involved in constructive engagement and give purposeful feedback. The teacher provides oversight as the problems and solutions originate within the students (Booth, 2011). Several paradigms of learning theories are reflected in the type of assessment adopted by the Anna Jones as indicated in the research. Constructivism aspect of learning theory is reflected in the assessment placing the learner as the constructor of information (Faulkner, 2012). The understanding of any new information is linked to prior knowledge. Cognitivism paradigm that links behaviour to thinking process is evident in the assessment where Anna Jones teaches the students how to engage in self-assessment. The paradigm is achieved by students questioning how they arrived at certain answers and if they could have provided better alternatives. How the development of the activities has shaped my understanding of learning. The activities that the case has adopted have changed the perception on what is learning. Learning does not only involve receiving information as a learner but also the participation of the student in their own learning. The use of prior knowledge is essential in gaining a deeper understanding of a given concept. The teacher also needs to identify the skills and capabilities of the learner so as to help the knowledge being transferred meet the specific needs of that given learner. Learning is not unidirectional, from the teacher to the student rather involves the learner to the teacher. In giving out the assessment, it is important to ensure the participation of students in their assessment, also known as self-assessment. The involvement of the learner helps place him at the center of the learning process helping him gain more confidence. It also acts as an indication that the teachers are not the only ones in possession of the knowledge but also themselves. In a classroom setting, collaborative peer assessment can be adopted involving the teacher as a co-contributor. References Booth, C. (2011). Reflective teaching, effective learning: Instructional literacy for library educators. Chicago: American Library Association. Burger, J., Webber, C. F., & Klinck, P. (2007). Intelligent leadership: Constructs for thinking education leaders. Dordrecht: Springer. Cooke, L. W. (2006). Frontiers in higher education. New York: Nova Science Publishers. Faulkner, J. (2012). Disrupting Pedagogies in the Knowledge Society: Countering conservative norms with creative approaches. Hershey PA: Information Science Reference. In McKay, E. (2007). Enhancing learning through human computer interaction. Hershey: Idea Group Reference. Kisielnicki, J. (2008). Virtual technologies: Concepts, methodologies, tools and applications. Hershey PA: Information Science Reference. Latham, G. (2006). Learning to teach: New times, new practices. Oxford: Oxford university press. Latham, G., Blaise, M., Dole, S., Faulkner, J., & Malone, K. (2011). Learning to teach: New times, new practices. Velliotis, E. P. (2008). Classroom culture and dynamics. New York: Nova Science Publishers. Yamamoto, J. (2010). Technology leadership in teacher education: Integrated solutions and experiences. Hershey, PA: Information Science Reference. Read More