customized learning theory

8/9/2019 Customized learning theory

1/9

Running head: CUSTOMIZED LEARNING THEORY 1

Custo i!ed Lea"ning Theo"#

Custo i!ed Lea"ning Theo"#

Int"odu$tion

Man# edu$ato"s o"gani!e thei" $%ass"oo s using a %ea"ning theo"#

&"o'iding the (est %ea"ning en'i"on ent )o" thei" students* An e+e$ti'e

%ea"ning en'i"on ent ust (e intentiona%%# &%anned, -e%% designed and

&u"&ose)u%* Edu$ato"s -ho a"e intentiona%, $"iti$a% thin.e"s a"e o"e %i.e%# to

ente" the $%ass"oo e/ui&&ed -ith the .no-%edge using "esea"$h to &"o'ide

an o&ti u %ea"ning en'i"on ent* 0S%a'in, 21 3 The"e a"e se'e"a% theo"ies

&u(%ished ost nota(%# )"o 4iaget, 5#gots.#, and E"i$.son and a

$o (ination o) the th"ee -ou%d $"eate the (est %ea"ning theo"#* Edu$ato"s

ha'e used these th"ee theo"ist ode%s )o" #ea"s to guide thei" &"a$ti$e*

Edu$ato"s ust "esea"$h and &ut into &"a$ti$e -hat the# )ee% -i%% -o". (est


2/9

in thei" $%ass"oo * De'e%o&ing a $usto i!ed %ea"ning theo"# in$o"&o"ating

theo"eti$a% &e"s&e$ti'es )"o these th"ee theo"ists to use in the $%ass"oo

-ith the goa% to gene"ate an o&ti u %ea"ning en'i"on ent )o" students is

the )o$us o) this &a&e"*

Lea"ning Theo"# and its i &o"tan$e

6Theo"# is a set o) "e%ated &"in$i&%es and %a-s that e7&%ains a ("oad

as&e$t o) %ea"ning, (eha'io" o" anothe" a"ea o) inte"est8 0S%a'in, 21 , &* 93*

Tea$he"s -ho a"e -i%%ing to (ase thei" $%ass"oo anage ent and %essons

on "esea"$h -i%% &"o'ide thei" students -ith an o&ti a% %ea"ning en'i"on ent*

4iaget s theo"# is one o) the (est .no-n theo"ies and sti%% in use toda# (#

edu$ato"s* His theo"# has (een "esea"$hed e7tensi'e%#; o&inions on his

theo"# "ange )"o good to (ad* 4iaget (e%ie'ed that &ee" inte"a$tion is

i &o"tant (e$ause &ee"s $an (e ode%s )o" )e%%o- students and (e$ause

the# a"e at the sa e %e'e% o) %ea"ning as othe" students; it a.es it easie" )o"

the to tea$h .no-%edge to thei" &ee"s 0


3/9

CUSTOMIZED LEARNING THEORY >

to unde"stand ho- things -o".; -o". he%&s to de'e%o& the student* So$ia%

inte"a$tion is the ne7t ste& in de'e%o& ent and &"o'ides o&&o"tunit# )o"

students to 'ie- indi'idua% (eha'io"s and %ea"n )"o the * Bina%%#, ea$h

indi'idua% is thei" o-n &e"son and %ea"ns to de'e%o& thei" o-n &atte"ns )o"

%ea"ning* In the @na% stage, students a"e a(%e to o(se"'e things and othe"

&eo&%e and use that in)o" ation to a.e de$isions 0


4/9


5/9

CUSTOMIZED LEARNING THEORY F

a(i%it# g"ou&ings in'o%'ing tea "e$ognition and g"ou& "es&onsi(i%it# )o"

indi'idua% %ea"ning* Students a"e en$ou"aged to he%& one anothe" %ea"n the

ate"ia%* A%% students ta.e /ui!!es indi'idua%%# on the ate"ia% 0S%a'in, 21 3*

This idea is ost si i%a" to a Const"u$ti'ist edu$ationa% theo"# and -i%% -o".

-ith students o) a%% a$ade i$ $ha"a$te"isti$s as thei" intentiona% tea$he" -i%%

use he" $"iti$a% thin.ing s.i%%s and .no-%edge o) "esea"$h to guide a%% he"

students to %ea"n the $ontent (eing &"esented*

Di"e$t inst"u$tion des$"i(es %essons in -hi$h the edu$ato" t"ans its

in)o" ation di"e$t%# to the students* The edu$ato" sets $%ea"%# de@ned

o(Je$ti'es and t"ans%ates those o(Je$ti'es into %essons -he"e the in)o" ation

is $%ea"%# and $on$ise%# de%i'e"ed to the student* Di"e$t inst"u$tion

e &hasi!es tea$he" $ont"o% o) ost $%ass"oo e'ents and the &"esentation

o) a st"u$tu"ed %esson* The $ha"a$te"isti$s o) di"e$t inst"u$tion a"e; a$ti'e

tea$hing, $%ea" %esson o"gani!ation, ste& (# ste& &"og"ession (et-een

su(to&i$s, and the use o) an# e7a &%es, de onst"ations, and 'isua%

&"o &ts* Di"e$t inst"u$tion has sho-n to (e ost su$$ess)u% in tea$hing

"eading and ath* Lo- a$hie'e"s and students a"e "is. a%ong -ith high

a$hie'e"s ha'e a%% sho-n to (ene@t )"o di"e$t inst"u$tion 0S%a'in, 21 3*

*echnology 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. owell (#$$+ states,

*echnology is and will continue to be an integral part of classrooms, workplaces, and our

everyday life. -sing technology helps early learners to communicate, practice life skills, and

better understand concepts. f used pragmatically in the early childhood classrooms, students will


6/9

CUSTOMIZED LEARNING THEORY ?

be better e/uipped to begin using #&st century tools independently as they enter elementary

schools0 (as sited by 1eengwe 2 3nchwari, #$&&, p. # . 4ducators 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 e!plore their

world, practice their lessons, communicate with others, and prepare papers and presentations

(Slavin, #$ . *he educator uses technology to enhance the learning environment combining

te!t and visual content making the lessons more dynamic.

ntentional teachers understand the importance of emphasizing learning goals and

positive or empowering attributions to their students. ntentional teachers understand studentswith learning goals see the purpose of school as gaining knowledge and competence and these

students are more motivated. 4ducators 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 e!trinsically with grades, gold stars, and other rewards by stating clear e!pectations

and giving clear, immediate, and fre/uent feedback (Slavin, #$ .

n order to provide an environment of effective learning5 teachers must use strategies to

create a positive, productive classroom. )reating an atmosphere of trust and respect with clear

rules of e!pected 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 e!pectations of

student6s behavior, and setting class rules and procedures are simple measures that can prevent

discipline problems from developing (Slavin, #$ .

Lea"ning Cha"a$te"isti$s

Students a# %ea"n (est 'isua%%#, audito"#, .inestheti$, o" a# use a%%

th"ee "e)e""ed to as i7ed oda%it# students* Const"u$ti'ist %ea"ning theo"#


7/9

CUSTOMIZED LEARNING THEORY K

&"o'ides students the o&&o"tunit# to %ea"n eaning)u%%# as edu$ato"s se"'e

as guides, ento"s, and )a$i%itato"s* As guides the edu$ato" $oa$hes he"

students &"o'iding an en'i"on ent en$ou"aging $o%%a(o"ati'e %ea"ning*

Lea"ning is 'ie-ed as an a$ti'e g"ou& o"iented &"o$ess -he"e %ea"ne"s

$onst"u$t a &e"sona% unde"standing o) .no-%edge that $ou%d (e uti%i!ed in

situations "e/ui"ing &"o(%e so%'ing situations 0 eeng-e On$h-a"i, 2113*

4e"sona% Re e$tion


8/9

CUSTOMIZED LEARNING THEORY =

Intentiona% edu$ato"s unde"stand that o&ti a% %ea"ning $an on%# o$$u" -hen

(oth the tea$he" and the student a"e tota%%# in'ested in the %ea"ning &"o$ess*

Edu$ato"s use di"e$t inst"u$tion -hen gi'ing %essons in $%ass and then

se&a"ate the students into STAD g"ou&s to &"a$ti$e and @ne tune thei"

%ea"ning* 6The u%ti ate goa% o) tea$hing is to guide %ea"ne"s to thin.

$"iti$a%%#, to %ea"n ho- to so%'e &"o(%e s, and to $"eate .no-%edge 0 eeng-e

On$h-a"i, 211, &* =3* Edu$ato"s ust use a%% th"ee oda%ities o) %ea"ning

togethe" in the $%ass"oo to a.e the $ontent unde"standa(%e to a%%

students* Edu$ato"s need to (e e+e$ti'e in anaging &"o(%e s and

dist"a$tions in the $%ass"oo in o"de" to .ee& the $%ass )o$used on %ea"ning*


9/9

CUSTOMIZED LEARNING THEORY 9

Re)e"en$es

Ha an, D*, Hend"i$.s, C* * 0 22F3* The "o%e o) the gene"ations in

identit# )o" ation: E"i$.son s&ea.s to tea$he"s o) ado%es$ents* The

Clearing House , 79 0 3, K KF* Ret"ie'ed )"o

htt&: sea"$h*&"o/uest*$o do$'ie- 19?=F ?F9 a$$ountid 1 2=F

eeng-e, *, On$h-a"i, G* 0 211, O$to(e" De$e (e"3* Boste"ing

eaning)u% student %ea"ning th"ough $onst"u$ti'ist &edagog# and

te$hno%og# integ"ation* International Journal of Information and

Communication Technology Education , 7 0 3, 1 12*

htt&: d7*doi*o"g 12* 21= Ji$te* 211122121

Randi, * 0 2293* I thin. I $an: De'e%o&ing $hi%d"en s $on$e&t o) the se%'es as

se%) "egu%ated %ea"ne"s* New England Reading Association Journal ,

4 !" 3, FF P ?>, 9K* Ret"ie'ed )"o

htt&: sea"$h*&"o/uest*$o do$'ie- =92K1>> a$$ountid F=

S%a'in, R* E* 0 21 3* Educational #sychology$ theory and #ractice 012th ed*3*

oston, MA: 4ea"son*

5an "u e%en, H* 0 2293* %al&ing with 'od in the classroom$ Christian

a##roaches to teaching and learning 0>"d ed*3* Co%o"ado S&"ings, CO:

4u"&ose)u% Design*

9K* htt&: d7*doi*o"g 12*12=2 22 2F= =229F ==2

customized learning theory

Documents