Running head: CUSTOMIZED LEARNIG THEORY 1

Customized Learning Theory: A Constructivist Theory of Learning

Michael E. Markgraf

Liberty University

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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

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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

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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

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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

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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

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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.

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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

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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).

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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.