Reflection of Learning Theories

            Upon reflection of my own beliefs and also the analysis of the learning theories studied for this class, I have come to the conclusion that the learning theories support my own personal beliefs.  This is due, in part, to previous study of these theories in my undergraduate work.  Not only did I study learning theories in my education classes, but I thought it wise to further my learning of the way in which people think by earning a minor in psychology.  Through this knowledge and eight years’ experience in the classroom, I have developed instructional activities which center on students rather than the teacher.  Upon reflection, I found it interesting to see how much my own practice correlates with the many learning theories.
            I agree with Dr. Orey that students respond better to positive reinforcement rather than punishment.  Behaviorist theory supports the idea that students will show desired behaviors when given positive reinforcement (Laureate Education, Inc., 2011a).  I have seen better results when I focus on the positive rather than correcting the negative behaviors in the classroom.  It is a constant struggle, however, to keep that positive focus.  Through the incorporation of technological tools such as online games, students are given the positive rewards they crave.  I am constantly on the search for games which correlate directly to the content being taught at the time and it is a goal of mine to compile a list of game sites which students can use to support their learning for several concepts in my curriculum.  I plan to achieve this goal by exploring educational blogs and wikis which post resources.

The Cognitive Learning Theory states that teachers can improve learning by limiting the amount of information learned at one time (Laureate Education, Inc., 2011b).  I limit the amount of new information with my Algebra 2 students through chunking.  Often, there are many facets involved with a section in the curriculum.  I have found that through learning and practicing each part separately, students do not get overwhelmed.  I use concept-mapping as a technology tool to then make the connections between the different concepts.  Cognitive Learning theory also states that students learn better when multiple senses are involved in learning experiences (Laureate Education, Inc., 2011b).  I try to integrate multiple senses through project-based learning with my pre-engineering students.  Many of the projects present students with a problem and then students use a variety of resources to build a solution to the problem.  Students have the opportunity to work hands-on in the classroom and this creates memorable and deep learning experiences.  Often, technology tools are used such as online simulations, robotics, and other software.  This kind of project-based learning also connects to Constructivism and Constructionist Learning Theories in that students are creating artifacts to show learning (Laureate Education, Inc., 2011c). 

According to the Social Learning Theory, student learning is increased when students are creating projects together (Laureate Education Inc., 2011d).  I require students to communicate their learning through many avenues including teaching the class a concept, creating posters, creating flyers, posting on a class wiki, and creating pamphlets.  This allows students to be creative and work collaboratively with peers while getting a deeper understanding of the material.  It is another one of my goals to increase the number of projects such as these that I use in my classroom, as well as learn different ways for students to work collaboratively to show knowledge learned.  I plan to achieve this goal through the exploration of different technology tools discussed in graduate discussions as well as with colleagues in professional learning communities at my school.

            My teaching repertoire has expanded through the technology tools learned in this class and it is my desire that this will continue.  After all, this is why I am pursuing a graduate degree.  I have developed a concept-map which connects to a virtual field trip, created a voice thread for a project for my students, as well as design lessons around student questions.  I look forward to incorporating the many tools described by Pitler, Hubbell, Kuhn, & Malenoski as well (2007).

References

Laureate Education, Inc. (Producer). (2011a). Program four: Behaviorist learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Laureate Education, Inc. (Producer). (2011b). Program five: Cognitive learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Laureate Education, Inc. (Producer). (2011c). Program seven: Constructionist and constructivist learning theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Laureate Education, Inc. (Producer). (2011d). Program eight: Social learning theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.