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Learning Theory

Master of Science in Education, Walden University

EDUC 6602: Designing Curriculum, Instruction, and Assessment

June 7, 2020

Learning Theory

After reading and researching the many different theories and models of learning, the two that resonate with my teaching are constructivism and backward design. Henson (2015) states that constructivists believe that learning occurs when a scholar relates new information with information previously learned and understood (p. 4). As an educator, I think this is key with getting students to not only retain information but also to see the connections between concepts and possibly themselves. Constructivism also aligns with how educators teach students to make inferences because scholars will need to use their background knowledge with the information provided in the text to create an inference, so I tend to draw attention to their previous experiences and knowledge quite a bit. For example, I use KWL charts to begin new units and keep them up in the classroom so we can refer to the points students provided during lessons. I also look at the curriculum and texts from 7th grade to relate texts used for similar concepts together. For instance, when developing themes, 7th graders always remember and enjoy “Thank

You, Ma’am” by Langston Hughes, and I refer to the text quite frequently as we read “The Treasure of Lemon Brown” by Walter Dean Myers in 8th grade as we look for a theme.

Secondly, I use the backward design method for lesson planning. When educators develop a unit or lessons through backward design, they think about the student learning outcomes and assessments first and then scaffold the instruction and activities to help lead students to achieve the goals (Butler et al., 2015, p. 3). For example, when there is an essay to write, I first look at the prompt and rubric to figure out what students will need to know and do to earn top scores. I also write an exemplar myself to go through the same process as the students. I am able to make a list of what students need to do and how and why they will go through each step.

One of the interesting theories is the online collaborative learning theory, or OCL, because of how it can be useful to me as I close out the school year through virtual learning. OCL focuses on students collaboratively solving problems “though discourse instead of memorizing correct answers” (Learning Theories, 2020). As we know, recently educators have had to make an impromptu shift to online learning and, personally, I did not feel as competent as I did while in the classroom because I was unsure of how to have students collaborate, discuss, and complete work of the same caliber as when we were in the school building. OCL piqued my interest because it focuses on students generating, organizing, and synthesizing ideas while the teacher facilitates, provides resources, and makes sure that students stay engaged in the subject matter (Learning Theories, 2020).

Being knowledgeable of different theories is essential when designing a curriculum. Having a broad selection of approaches supports educators with preparing their instruction and how they will teach to their specific students. As Dr. Jacobs mentions, a curriculum must be adaptable and created based on the students, the setting, and the timeframe (Laureate Education, 2016). Understanding different theories and methods supports teachers by not only providing multiple ways to help scholars access information at their ability level, but to also ensure that this information is being received in a manner so that it will be retained.

After reflecting on the many types of learning theories, I have created five goals using the Knowledge, Attitude, Skills, Aspirations, and Behavior (KASAB) model. Each target will support my growth in the differentiation portion of the instructional plan template while aligning to the National Board for Professional Teaching Standards (NBPTS). In the area of knowledge, I want to continue learning about more theories and practical strategies to support my students. By September of 2020, I will research and select two learning theories to incorporate within my lessons. Once I implement them, I will observe the benefits and drawbacks to see what works for my students. My goal represents the NBPTS proposition four in which teachers use research and feedback to improve their practice (2017). For the next category of attitude, my goal is to build stronger relationships so I may form strong relationships with my scholars and their families. By September of 2020, I will develop a survey to send out to families to provide information about their scholar so I can get to know the students better. My goal supports NBPTS proposition one that states that teachers are committed to students and their learning (2017). I can determine how to support my students better in and outside of the classroom once I learn more about who they are and what they need.

The next goal focuses on skills and being able to use strategies to support each of my students. Each week my department meets for collaborative planning where we plan, analyze data, etc. During this time, I will work with my colleagues to find and incorporate new instructional strategies into our lessons. We will discuss the pros and cons of each during our weekly planning. In order to collect meaningful data, we may try one strategy a month to give us time to use it more than once and possibly in more than one way. This goal is related to the NBPTS proposition three because it states that effective educators maintain a large variety of instructional methods and strategies to support their students’ learning (2017). My Aspiration goal aligns with NBPTS proposition two. I aspire to improve my abilities with integrating technology to help meet my students' needs, especially if we are still virtually teaching at this time. By September of 2020, I will create at least one lesson that integrates technology and will require students to research online to support their learning. Finally, my behavior goal aligns with proposition three since I am responsible for managing and monitoring my students’ learning (NBPTS, 2017). At the end of each lesson, I will analyze my observation notes and students’ work to determine students’ progress and make adjustments for the next lesson.

As an educator, it is essential to be knowledgeable and possess a toolbox of various theories and strategies to support all students. Henson (2015) mentions that theories are never final and that teachers must experiment and also reflect to formulate their philosophies that work for them (p. 151). Every class that I have taught is different and my students have had a broad range of needs. Therefore, it is my duty as an educator to learning new theories so I can support each of my scholars' needs.

References

Butler, G., Heslup, S., & Kurth, L. (2015). A Ten-Step Process for Developing Teaching

Units. English Teaching Forum, 53(3) , 2–12.

Henson, K. T. (2015). Curriculum planning: Integrating multiculturalism, constructivism, and education reform (5th ed.). Waveland Press.

Laureate Education (Producer). (2016a). Designing curriculum, instruction, and assessment:

Curriculum for your students [Video]. Author. https://class.waldenu.edu

Learning-Theories.com. (2020). Online Collaborative Learning Theory. https://www.learning- theories.com/constructivism.html/

National Board Professional Teaching Standards. (2017). What teachers should know and be able to do. http://www.nbpts.org/five-core-propositions

Appendix

Type of Change

Definition Your SMART goal(s) for learning in this course: ( KASAB area )

Knowledge Conceptual

understanding of By September of 2020, I will choose two new learning theories and information, incorporate them into my reading lessons. Within the first month of theories, school, I will implement one and document the benefits and setbacks principles, and to see what works for my scholars.

research

Attitude Beliefs about the

value of particular By September of 2020, I will develop a survey to send out to families information or for them to provide information about their scholar so I can get to strategies know the students better.

Skill The ability to use

strategies and In September and October of 2020, I will work with colleagues to find processes to apply and incorporate new instructional strategies into the lessons. We will knowledge discuss the pros and cons of each during our weekly collaborative planning.

Aspiration Desires, or internal By September 2020, I will create at least one lesson that integrates motivation, to technology and will require students to research online to support their engage in a learning.

particular practice

Behavior Consistent

application of knowledge and skills

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At the end of the school day, I will analyze my observation notes and students’ work to determine students’ progress and make adjustments for the next lesson.