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Running head: CUSTOMIZED LEARNIG THEORY 1
Customized Learning Theory: A Constructivist Theory of Learning
Michael E. Markgraf
Liberty University
CUSTOMIZED LEARNING THEORY 2
Customized Learning Theory: A Constructivist Theory of Learning
Introduction
My thirty plus years of being in the field of education has seen a full spectrum of
students. Private, public and corporate environments encompassing pre-school, kindergarten,
first grade, fifth through eighth grade middle school, High School, college, trade school and
seminar trainings. In all of this, there are some differences as well as similarities. The instructor
must understand their audience. Within this understanding comes appreciation of them as your
customer and meeting their needs. Other aspects of understanding involves their abilities, what
motivates them, ….. In considering all that you can, one must be driven by what you think is
best. Part of that drive depicts who one is as a person, and teacher. This includes your strengths,
weaknesses, personality and life experiences. In all, this will coalesce into a “Learning Theory”.
As with any theory, modifications are inevitable as new experiences are realized. Thus, if the
learning is serious and meaningful, this living concept means that improvement is inevitable.
The art and science of teaching alludes that there natural, God given talent in seeing a
subject, assimilating this subject, developing a lesson and delivering an effective lesson. One
can be taught the steps of doing an outline, writing objectives (Slavin, 2015), preparing
laboratories and other application activities and write exam questions. If one can make this come
to life in the mind and hearts of their students, then one has past the true litmus test as to whether
one has the art. If the teacher understands the students cognitive development (Slavin, 2015) as
well their level within their personal and social development
Learning is defined as the knowledge or skill gained through schooling or study, but how one
learns is the basis for a customized learning theory. When teaching reading to secondary
students, with or without learning disabilities, the best possible environment should be created by
CUSTOMIZED LEARNING THEORY 3
the teacher to meet the needs of all students. Classrooms often combine students of varying
learning styles, attitudes towards learning, and different levels of comprehension, as well as
behavioral issues. Therefore, the teacher must structure their teaching style using research based
strategies, in a manner that allows every student to learn. Romans 12:7 “If your gift is serving
others, serve them well. If you are a teacher, teach well.” One theory of learning that works well
with students struggling in reading is a student-centered classroom, also called constructivist
theories of learning.
The constructivist theory is based on the work of Piaget and Vgotsky. Student-centered
learning is focused on the student's needs, abilities, interests, and learning styles, with the teacher
acting as a facilitator of learning. Teachers should identify the reason a student struggles in
reading and use effective instructional practices that support all students, including LD students
(Jitendra, Burgess, & Gajria, 2011). The main concept of the constructivist theory requires
students to be active, responsible participants in their own learning, and is similar to the biblical
concept: “Ask and it will be given to you; seek and you will find; knock and the door will be
opened to you. For everyone who asks receives; he who seeks finds; and to him who knocks, the
door will be opened.” (Matthew 7:7). Jesus was telling his disciples that the best way to gain
knowledge was to seek it. Other concepts of a student-centered classroom include, but are not
limited to, the following: cooperative learning, top-down processing, scaffolding, and social
learning, zones of proximal development, cognitive apprenticeship, discovery learning, and self-
regulated learning. Most of these constructivist concepts draw heavily on the two major theorists
of cognitive learning, Jean Piaget and Lev Vgotsky.
Learning Theory and its Importance
.
CUSTOMIZED LEARNING THEORY 4
Description of an Effective Teacher and Learning Environment
Instructional decisions are made continually during the process of delivering education
(Linn, 1995). It should also be noted that assessments are not to be used in lieu of a teacher’s
observation, rather in support of it (Linn, 1995)
.
Learning Characteristics
.
Personal Reflection
My understanding and awareness of my preferences enables me to develop an effective
learning theory. My learning theory must include alternate methods of instruction that are
student-centered, not teacher-centered. The Learning Styles Profile results indicated that as a
learner, I would do well in a student-centered classroom. I am an active processer, which means
I prefer to think and do, and I learn and remember best by writing things down and studying data.
As an instructor, I tend to take on the role of an Offender in the learning process, which means I
can be overzealous and provide inappropriate learning. It is beneficial for me to be aware of
these tendencies, as they would not serve well in a student-centered classroom. My definition of
leadership and management skills would serve well in this customized learning theory. When
planning and overseeing the learning as the instructor, I prefer to mentor by working with
individuals having problems, and advising them of strategies and courses of action. I lead by
establishing policies that affect behavior, such as persuasion techniques to motivate. I negotiate
using “give and take” strategies and assign specific duties and evaluate performance when I
supervise. This comprehensive perspective of my own learning styles, as well as understanding
different learning, styles helps to develop a meaningful learning experience. In addition to a
CUSTOMIZED LEARNING THEORY 5
learning styles profile, a personal reflection of my strengths and weaknesses in study skills were
evaluated.
Maximum learning occurs when specific study skills accommodate learning and are altered
to the student’s learning styles. The Study Skills Inventory (SSI) revealed my own strengths and
weaknesses. My study habits were excellent in the areas of time management, note-taking, and
listening; all great study skills in a student-centered classroom. My strengths indicate that I plan
effectively for the best use of time, such as planning a lesson, take notes for maximum
performance, like when assessing students, and listen attentively, which I can do to be aware of
what is going on in the classroom. However, I must also be aware of my weaknesses and work to
improve those skills. My beliefs in learning and teaching also influence the classroom.
The Philosophical Methodology of Learning Profile results showed my preference toward the
Behaviorism and Progressivism Philosophies. However, I do believe in aspects of other
philosophies as well. I do believe in the relationship of psychology to the learning process in
behaviorism. The beliefs of Behaviorism could be used in a student-centered classroom to
include reinforcements and the teacher controlling the environment in a way that is structured to
meet the needs of all students. The Progressivism aspects in this student-centered classroom
consists of using an experienced centered approach in the classroom, such as using projects,
cooperative group activities, critical thinking and problem-solving, and decision-making skills;
but also using individual appraising and monitoring for assessments and evaluations. I do
embrace the Traditionalist branches of beliefs, such that moral and natural laws govern good
things in Realism that our minds are created by God in Neo-Thomism, and that universal order is
embodied in a rational truth around a belief in an eternal being in Idealism. Traditionalism
allows us to renew our minds: “Do not conform any longer to the pattern of this world, but be
CUSTOMIZED LEARNING THEORY 6
transformed by the renewing of your mind” (Romans 12:2). Renewing our minds is important in
all classrooms, and creates wonderful thoughts that will transform our hearts to be a better
teacher. The Humanist philosophy of “open classrooms” and lessons based on student’s interests
and needs would serve well in a student-centered classroom. My low point value in this
philosophy made me aware of my need to have too much control as the teacher, and my comfort
in a more rigid classroom. My awareness allows me to work on this trait to better run an
effective classroom using my learning theory. Another low point value I received was in the
Socialist philosophy. However, the aspect of change and being flexible could be incorporated
into this theory. Although I did not believe in every aspect of these philosophies, I can take a
little from each to create an effective learning environment.
Conclusion
Teaching reading to high school students, with or without LD, benefits from a customized
learning theory based on the student-centered classroom, also called the constructivist theory.
Students have varying learning styles and abilities, and student-centered learning focuses on the
students’ needs, abilities, interests, and learning styles. The classroom is student-centered, not
teacher-centered. Direct instruction is only used when needed, and students are active and
responsible in their own learning. The constructivist theory also defines how a student learns.
In the constructivist theory, a student learns during the developmental stages theorized by
Piaget and Vgotsky. Piaget theorized that children use existing knowledge to understand new
information, and are not taught beyond their cognitive level of functioning. Vgotsky theorized
that children learn with internalized knowledge gained through others. As students learn, they
develop socially and morally as well.
CUSTOMIZED LEARNING THEORY 7
Cooperative learning in a student-centered classroom requires students to work together,
which builds social and moral skills. Erikson’s theory of personal and social development
suggests that children go through stages that shape their personalities and how they relate to
others. Getting along with others also stems from the moral development and reasoning theories
of Piaget and Kohlberg. Their theories believed that moral development happened in stages, and
enables children to reason about rules and how to function in a class community.
An effective classroom community is created by an intentional teacher. The intentional
teacher combines their knowledge of educational psychology, experiences, and creativity to
create engaging lessons that meet the needs of all students. Technology is used to help teachers
teach and students learn, as well as motivate students to learn. Motivation is shaped by the
teacher and the learning environment.
An effective learning environment is achieved through proper classroom management.
The teacher should create a nurturing environment. A prevention plan should be in place with
positive interventions and reinforcements. Also, effective methods allow for optimum learning.
The learning characteristics of this classroom include ability grouping, peer pairing, and
peer tutoring, which allow students to work together in the student-centered classroom. The
collaborative learning benefits all learners. The auditory, visual, and kinesthetic learners all
benefit by discussions, participation, and presentations that occur during cooperative learning
activities. A teacher’s understanding and awareness of learning styles and preferences also helps
develop the effective environment.
Learning style tests should be taken by teachers to be aware of the needs of themselves
and their students. The Learning Styles Profile shows learning preferences that can help develop
an effective learning theory. The Study Skills Inventory (SSI) helps to recognize strengths and
CUSTOMIZED LEARNING THEORY 8
weaknesses of study skills used to learn. The Philosophical Methodology of Learning Profile
reveals one’s preference toward the learning philosophies. Certain aspects of each philosophy
can help the teacher be aware of their own beliefs and traits, which allows them to better run an
effective classroom. All of these profiles help the teacher to better understand the learning styles
of themselves and their students, and develop their own customized learning theories. In
conclusion, teachers must be intentional in their practice, and create the best learning
environment for their students. In everything set them an example by doing what is good. In
your teaching show integrity, seriousness (Titus 2:7).
CUSTOMIZED LEARNING THEORY 9
References
Linn, R. L., Gronlund, N. E., (1995). Measurement and Assessment in Teaching (7th Edition).
Englewood Cliffs, NJ: Prentice Hall
Slavin, R.E. (2015). Educational psychology: Theory and practice. (11th Edition). Upper Saddle
River, NJ: Pearson.
Van Brummelen, H. (2009). Walking with God in the classroom: Christian approaches to
teaching and learning. (3rd Edition). Colorado Springs, CO: Purposeful Design
Publications.
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