Running head: CUSTOMIZED LEARNING THEORY

Customized Learning Theory

Customized Learning Theory

Introduction
Many educators organize their classrooms using a learning theory
providing the best learning environment for their students. An effective
learning environment must be intentionally planned, well designed and
purposeful. Educators who are intentional, critical thinkers are more likely to
enter the classroom equipped with the knowledge using research to provide
an optimum learning environment. (Slavin, 2012) There are several theories
published most notably from Piaget, Vygotsky, and Erickson and a
combination of the three would create the best learning theory. Educators
have used these three theorist models for years to guide their practice.
Educators must research and put into practice what they feel will work best

in their classroom. Developing a customized learning theory incorporating

theoretical perspectives from these three theorists to use in the classroom
with the goal to generate an optimum learning environment for students is
the focus of this paper.
Learning Theory and its importance
Theory is a set of related principles and laws that explains a broad
aspect of learning, behavior or another area of interest (Slavin, 2012, p. 9).
Teachers who are willing to base their classroom management and lessons
on research will provide their students with an optimal learning environment.
Piagets theory is one of the best known theories and still in use today by
educators. His theory has been researched extensively; opinions on his
theory range from good to bad. Piaget believed that peer interaction is
important because peers can be models for fellow students and because
they are at the same level of learning as other students; it makes it easier for
them to teach knowledge to their peers (Webb, 1980). Hebrews 13:16 NIV
states, And do not forget to do good and share with others, for with such
sacrifices God is pleased. God clearly wants adults and children to share the
knowledge they have with one another. Children can often learn to
accomplish difficult tasks with specific instructions by modeling their
behaviors they see in each other (Randi, 2009). Piaget believed that there
were four factors that lead to student development and that development
precedes learning. First as humans develop physically they develop physical
capabilities. Action learning is the next step, as students use aids and begin

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to understand how things work; work helps to develop the student. Social
interaction is the next step in development and provides opportunity for
students to view individual behaviors and learn from them. Finally, each
individual is their own person and learns to develop their own patterns for
learning. In the final stage, students are able to observe things and other
people and use that information to make decisions (Webb, 2001).
Vygotsky believed culture affects learning; children learn from
important adults and others in their lives. Vygotsky believed that learning
precedes development. One of the ways educators encourage students is by
teaching them self-regulated learning strategies such as responsibility and
persistence. Proverbs 13:20 NIV states, He who walks with the wise grows
wise, but a companion of fools suffers harm. The scripture is explaining that
associating with positive role models and people who have intelligence will
help students to accomplish some of the more difficult tasks they face in and
outside of school.
Erickson believed humans passed through eight psychosocial stages in
their lifetime and as people grow, they face a series of psychosocial crises
that shape their personality. His theory places emphasis on social influences
and he believed educators should create a classroom environment safe for
identity growth (Hamman & Hendricks, 2005). Throughout the New
Testament Jesus taught by example and stressed the importance of positive
role models living for God which correlates with Ericksons theory. There are
multiple examples of righteous men and women doing the right thing and

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being rewarded by God and the Bible is full of teachings encouraging

children to grow up to become responsible adults.
Description of an effective teacher and learning environment
To be effective, a teacher must be able to communicate her knowledge to her students.
She needs to be comfortable in her teaching style and be able to focus her students' attention and
mental efforts so that they will learn information, skills, and concepts that will be useful in their
lives. "Being aware of different learning styles and analyzing your own preferred learning
style(s) helps you plan a balance of learning experiences" (Van Brummelen, 2009, p. 109).
Remembering we are all made in His image and we are complex beings; educators
should remember we all learn a little bit differently. Creating an atmosphere filled with respect,
trust, and security provides the student with a positive learning environment. According to
Slavin (2012), an intentional teacher uses a wide variety of instructional
methods, experiences, assignments, and materials to be sure that children
are achieving all sorts of cognitive objectives, from knowledge to application
to creativity, and that at the same time children are learning important
affective objectives, such as love of learning, respect for others, and personal
responsibility. An intentional teacher constantly reflects on his or her
practices and outcomes.
(p. 6).
By taking some concepts from the ideas of Piaget, Vygotsky, and
Erickson the educator is able to come up with a specific teaching style that
uses intentional teaching, direct instruction, and Student Teams-Achievement
Divisions (STAD) grouping, a cooperative learning method where mixed

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ability groupings involving team recognition and group responsibility for

individual learning. Students are encouraged to help one another learn the
material. All students take quizzes individually on the material (Slavin, 2012).
This idea is most similar to a Constructivist educational theory and will work
with students of all academic characteristics as their intentional teacher will
use her critical thinking skills and knowledge of research to guide all her
students to learn the content being presented.
Direct instruction describes lessons in which the educator transmits
information directly to the students. The educator sets clearly defined
objectives and translates those objectives into lessons where the information
is clearly and concisely delivered to the student. Direct instruction
emphasizes teacher control of most classroom events and the presentation
of a structured lesson. The characteristics of direct instruction are; active
teaching, clear lesson organization, step by step progression between
subtopics, and the use of many examples, demonstrations, and visual
prompts. Direct instruction has shown to be most successful in teaching
reading and math. Low achievers and students are risk along with high
achievers have all shown to benefit from direct instruction (Slavin, 2012).
Technology is changing the way educators conduct their lessons and there is a great need
for teachers to prepare active learners for a digital global economy. Howell (2007) states,
Technology is and will continue to be an integral part of classrooms, workplaces, and our
everyday life. Using technology helps early learners to communicate, practice life skills, and
better understand concepts. If used pragmatically in the early childhood classrooms, students will

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be better equipped to begin using 21st century tools independently as they enter elementary
schools (as sited by Keengwe & Onchwari, 2011, p. 2).

Educators use technology for lesson

planning and presenting the content to their classrooms and administrative tasks such as
management, record keeping, assessment, and reporting. Students use technology to explore their
world, practice their lessons, communicate with others, and prepare papers and presentations
(Slavin, 2012). The educator uses technology to enhance the learning environment combining
text and visual content making the lessons more dynamic.
Intentional teachers understand the importance of emphasizing learning goals and
positive or empowering attributions to their students. Intentional teachers understand students
with learning goals see the purpose of school as gaining knowledge and competence and these
students are more motivated. Educators can use intrinsic motivators by arousing the curiosity of
the students and allowing them time to set their own goals, the most typical and easy way to
motivate is extrinsically with grades, gold stars, and other rewards by stating clear expectations
and giving clear, immediate, and frequent feedback (Slavin, 2012).
In order to provide an environment of effective learning; teachers must use strategies to
create a positive, productive classroom. Creating an atmosphere of trust and respect with clear
rules of expected and acceptable behavior sets the tone for the rest of the year. Starting the year
properly by arranging the classroom for effective instruction, making clear expectations of
students behavior, and setting class rules and procedures are simple measures that can prevent
discipline problems from developing (Slavin, 2012).
Learning Characteristics
Students may learn best visually, auditory, kinesthetic, or may use all
three referred to as mixed modality students. Constructivist learning theory

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provides students the opportunity to learn meaningfully as educators serve

as guides, mentors, and facilitators. As guides the educator coaches her
students providing an environment encouraging collaborative learning.
Learning is viewed as an active group oriented process where learners
construct a personal understanding of knowledge that could be utilized in
situations requiring problem solving situations (Keengwe & Onchwari, 2011).
Personal Reflection
When looking at this from the personal learning styles profile, most all
the categories were balanced with kinesthetic learning style slightly stronger
than visual or auditory. When looking at my Study Skills Inventory I learned
my strengths for studying were abundant and included time management,
technology, reading, and career-oriented. I believe as an adult life long
learner juggling school, family, and full time job time management is
extremely important.
The Parker Philosophical Methodology of learning profile showed I have
strong feelings in Humanism and Progressivism with Humanist slightly being
slightly more. Humanism learning resolves around the students need and
interests and Progressivism believes is something had no apparent value
then it is useless. To a point I agree with this assessment; I need to know the
why before I can accept the content.
Conclusion
Educators need to use a theory that takes into account their own
learning and teaching style as well as the many facets of education.

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Intentional educators understand that optimal learning can only occur when
both the teacher and the student are totally invested in the learning process.
Educators use direct instruction when giving lessons in class and then
separate the students into STAD groups to practice and fine tune their
learning. The ultimate goal of teaching is to guide learners to think
critically, to learn how to solve problems, and to create knowledge (Keengwe
& Onchwari, 2011, p. 8). Educators must use all three modalities of learning
together in the classroom to make the content understandable to all
students. Educators need to be effective in managing problems and
distractions in the classroom in order to keep the class focused on learning.

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9
References

Hamman, D., & Hendricks, C. B. (2005). The role of the generations in

identity formation: Erickson speaks to teachers of adolescents. The
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Keengwe, J., & Onchwari, G. (2011, October - December). Fostering
meaningful student learning through constructivist pedagogy and
technology integration. International Journal of Information and
Communication Technology Education, 7(4), 1 - 10.
http://dx.doi.org/10.4018/jicte.2011100101
Randi, J. (2009). I think I can: Developing childrens concept of themselves as
self-regulated learners. New England Reading Association Journal,
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Slavin, R. E. (2012). Educational psychology: theory and practice (10th ed.).
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Van Brummelen, H. (2009). Walking with God in the classroom: Christian
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