Learning theories address how people learn (n.d.). In the beginning of this course, we were asked to label ourselves as to what theory of learning we most identified with. As we have explored theories such as behaviorism, constructivism, social-learning, and others, I find that I cannot truly identify with one of these styles of learning more than how I can identify with another.
If I were to draw a picture of myself as a learner, I believed it would look something like this:
As we have examined each learning theory, we have found there are not only many things that make each unique, but things that are similar between each theory as well. For instance, the social learning theory emphasizes the importance of culture and context in understanding and constructing knowledge based on the understanding (Derry, 1999; McMahon, 1997, cited by Kim, 2001). To me, this is also very similar to the constructivism theory of learning, which believes learners construct their knowledge on their own experiences (Ertmer & Newby, 1993). Experiences and personal understanding to me are open to similar interpretations. For example, I grew up in a very different educational system and culture than the one in which I currently teach, but in my years of schooling, I did similar projects, such as dioramas and science experiments that helped me to draw my own conclusions about a subject. I attended school in a suburban district. The projects I turned in not only reflected upon knowledge, but also the culture of my school and community, which consisted mostly of two-parent working households with high expectations and involvement . Today, I teach in an urban district. Some of my students are fortunate to have the same opportunities as I did, and it shows in their work ethic and academic performance. However, in the community which I live and teach, the involvement by parents for many students is limited by jobs that are not typical “9-5” occupations, therefore student work is much more student guided than parent guided and the quality of the work for many of these students is less than those who have the priviledge of parent involvement, demonstrating , in my mind, how constructive learning is also social learning.
Also, I feel this picture represents how I learn because of the statement in the article by Gilbret & Swainer that states that student styles of learning will fluctuate not only by student, but by topic or lesson, and that these styles will affect the way students acquire and process information (Gilbret & Swainer, 2008). If I had to pick a statement that summarized what I have learned about myself these past seven weeks, this would be the one. How I learned as a child differs with how I learned in college, and how I learned in college is much different than how I learn today. This is because not only have I changed as a student, but the topics in which I am learning are also very different. However, though my preferences in learning have changed, the strategies, such as elaboration and mnemonic devices, which I choose to use to help aid my learning have not.
Lastly, when I labeled myself as a behaviorist, I knew nothing of adult learning theory. At this time of my life, I am very much an autonomous learner, seeking answers on my own to questions of my own. I feel that technology has allowed for me to become an adult learner, because it allows for me to look up answers by simply typing an inquiry in Google or another search engine. Through search engines, I am able to filter through several views of the topic and use my own life experiences to draw a conclusion (Lieb, 1991).
Once upon a time, I labeled myself as a behaviorist learner, one who learns through changes in frequency of an observable performance who has acquired habits through modeling and cues (Ertmer & Newby, 1993). Today, in order to truly learn, I am ripping off my label.
References
Ertmer, P. A., & Newby, T. J. (1993)Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4), 50–71.
Gilbert, J., & Swanier, C. (2008). Learning styles: How do they fluctuate? Institute for Learning Styles Journal [Vol. l]. Retrieved from http://www.auburn.edu/~witteje/ilsrj/Journal%20Volumes/Fall%202008%20Volume%201%20PDFs/Learning%20Styles%20How%20do%20They%20Fluctuate.pdf
Kim, B. (2001). Social constructivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Social_Constructivism
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