Personal Theory of Learning
- petersonkaitlinm
- Jul 1, 2020
- 7 min read
Introduction
Learning is a multifaceted, continuous process that stems from our personal experiences with familial, cultural, and societal structures while stimulating a myriad of cognitive processes. Learning ultimately determines the knowledge and skills we attain throughout our lifetime; a continuous process that occurs in structured institutional environments, such as students participating in a classroom activity, and in everyday experiences, like trying out a new recipe or watching a documentary. Learning is not limited to a single environment and goes beyond the use of visual, auditory, and physical cues. Specifically, meeting the needs of young learners is not designated to a certain learning style or modality as proposed by learning-style theorists. Learning occurs in groups and independently, beginning at birth and continuing throughout the individual’s life cycle. Learning occurs through the actions we take and the consequences that ultimately follow. In consideration to E.L. Thorndike’s Law of Effect principle, “actions that are followed by desirable outcomes are more likely to be repeated while those followed by undesirable outcomes are less likely to be repeated” (Cherry, 2020). Learning is therefore occurring through methods of reinforcement, either positive or negative. Finally, learning is habit-forming through a three-step loop: cues, routines, and rewards (Duhigg, 2012), allowing for learned behaviors and actions to stay mentally intact while making room for new learning to occur.
Learning in School Settings
Effective learning in school settings has a strong relationship to behaviorism through direct feedback to the learner, primarily as positive reinforcement and opportunities to discover individual learning preferences. To encourage the use of good study strategies, for example, students need to see the direct consequence of using them (Nebel, 2017). This includes receiving feedback from instructors and peers, as well as experimenting with different study strategies and best methods for processing new information. Instructors that provide positive yet constructive feedback and direction throughout the learning process help students stay motivated to learn and continue to be active participants in the classroom. Scaffolding in particular provides specific prompts that help move a child towards a target goal while also stretching the limits of each student’s capabilities (Cherry, 2019b). By including group work and discussion, learning in school settings help to facilitate positive socialization among peers. These opportunities to socialize allow the learner to examine and practice new skills. As Putnom and Borko posited in their research article What Do New Views of Knowledge and Thinking Have to Say About Research on Teacher Learning, “ one important idea emerging from a social perspective is that a central goal of schooling is to enculturate students into various discourse communities, equipping them with competence in using the concepts and the forms of reasoning and argument that characterize those communities” (2000). This idea reflects the importance of learning in social and community settings.
Promoting and Hindering Learning
Learning is facilitated by supportive adults, positive peer relationships, and intrinsic motivators. Learners look to adults as mentors, with adults being very influential to a child’s development. By supporting a child’s interests, encouraging them to learn, and being an active participant in a child’s education, adults can significantly improve a student’s chances for a bright future. Similarly, students that find positive peer relationships and are able to socialize in school settings will be more active and engaged in learning. Students that already show a propensity for education can have a positive influence on their peers, and developing friendships helps a child feel accepted. Finally, intrinsic motivation, or being driven by internal rewards rather than external ones, is a key factor in learning. One method used to explore individual motivation in learning is the Premack Principle. This concept identifies what a person values from most to least, then uses the most valued item to reinforce a lesser valued task (Miller, 2020). For example, a student is rewarded with an hour of video game play after successfully and correctly completing their math homework. Identifying and fostering what motivates an individual to learn will lead to improved learning outcomes and more satisfying learning experiences. Learning is further enhanced by regular opportunities for self-assessment and self-reflection. As Shepard explained in The Role of Assessment in Learning Culture, “student self-assessment serves cognitive purposes, then, but it also promises to increase students' responsibility for their own learning and to make the relationship between teachers and students more collaborative” (2000). This continuous process of self-reflection allows the learner to critically evaluate what they have learned and, with an open dialogue with their instructor, become more engaged in the learning process.
Learning is hindered primarily by three specific issues: self-doubt, extrinsic rewards, and lack of supportive adults or authority figures. A student can develop self-doubt from repeatedly negative learning experiences, falling into a state of learned-helplessness. This self-doubt prevents a student from believing that they have the ability to learn and feels inadequate in this arena, further hindering them from learning or succeeding in academia. As Berkeley Graduate Division explained in their article, Behaviorism, “pleasant experiences cause human learners to make the desired connections between specific stimuli and the appropriate responses” (n.d). If a student is making more connections between education and negative experiences, they will retreat from it. This learned-helplessness can stem from the second issue affecting learning, lack of supportive adults or authority figures. Whether it comes from family or teachers, adults play an enormous role in a child’s education and when these adults are not supportive, the child’s ability to learn or interest in learning suffers. In the case of relying too much on a behaviorist approach, adults that focus solely on observable indicators such as stimulus-response sequences to evaluate a student’s learning - i.e. exam scores - and do not take into account more complex cognitive issues like mental health, will not be fully supporting the learner (Berkeley Graduate Division, n.d.). This is also an example of using extrinsic rewards to acknowledge a student’s aptitude. Extrinsic rewards can lead to low interest in an activity and may lead to stress, anxiety, and even unethical behavior, like cheating, to obtain the reward. It’s more important for students to use internal motivation and apply personal value to the learning process instead. Within the process of self reflection and assessment there can be pitfalls. One concern being that students cannot sufficiently assess themselves if they do not have a clear picture of the targets or goals that their learning is meant to attain (Black & William, 1998). An important aspect of self-assessment is the ability to transfer what has been learned to many different settings. This allows the learner to effectively problem solve both in and outside of the classroom while simultaneously building on existing knowledge and skills.
Without clearly stated learning objectives, students will have a difficult time assessing what they have achieved and what should be improved. The process of backwards by design
Individual vs. Group Learning
Learning is very much individualized. Though similarities may be apparent between learners, what motivates one student to learn can be quite different from another. Our interests and pursuits are personal, and what drives us to learn and the topics we want to uncover will vary between individuals. The environments we are raised in, cultural influences, and personal experiences all play a significant role in how and what we learn. In this vein, what we find rewarding about the learning process and what specifically cues us into these experiences is dependent on the individual. According to Charles Duhigg in The Power of Habit, when people examine their cues, cravings, and rewards they can identify what drives their behavior towards self-destructive routines and how to find healthier alternatives (2012). The cues and rewards for one individual will often differ from the cues and rewards for someone else.
Though learning can vary from person to person, this does not mean that learning should always be catered to the individual, such as the idea of accommodating for each student’s perceived learning style. In his assessment of learning styles and if there is proof for particular modes of learning, Daniel T. Willingham found that “no one has described a set of styles for which there is good evidence” (2009). Instead, a more effective approach is to focus on what content the student should be learning and building lesson plans around specific learning goals.
Group learning helps to develop skills in socialization, teamwork, communication, effective listening, and empathy. From an early age, children learn the importance of working well with others and how these supportive relationships add value to our lives. Effective group learning begins with the instructor modeling certain behaviors and facilitating constructive group dynamics. Modeling allows students to observe how new behaviors are performed and code this information as a guide for future action (Cherry, 2019a). Group learning can be very helpful in understanding different points of view and analyzing a problem from various perspectives. Ineffective group learning is either combative or uncollaborative, with no sense of cohesion or understanding among group members. Distracting and overly playful behavior modeled by peers can inhibit learning and distract from engaging dialogue among group members.
Schema plays a significant role in both individual and group learning. Schema is a cognitive framework that helps to organize and interpret new information (Cherry, 2019c). With each new learning experience we have the ability to add to existing knowledge through assimilation, or we alter our previous thinking and understanding through accommodation. Both processes within our schema allow us to adapt to new situations, broaden our scope of knowledge, and take in new information.
Conclusion
Learning is an ongoing process with endless opportunities, both in and outside of the classroom. Learning occurs individually through motivation and our personal curiosities, yet is highly influenced by the cultures and society we are encompassed in. Learning can be enhanced by mentors, family, and teachers through scaffolding, modeled behavior, and constructive feedback, yet in the same vein is easily hindered by the overuse of external rewards and lack of supportive authoritative figures. Learning is extensive, evolving, and necessary, and will continue to be incorporated into our daily experiences throughout our lifetime.
References
Berkeley Graduate Division. (n.d.). Behaviorism. Graduate Student Instructor Teaching & Resource Center. https://gsi.berkeley.edu/gsi-guide-contents/learning-
Black P., & Wiliam, D. (1998, October). Inside the black box: raising standards through
classroom assessment. Phi Delta Kappan, 80(2), 139-148.
Cherry, K. (2019, December 1). How social learning theory works. Verywell Mind.
Cherry, K. (2019, November 26). Sociocultural theory of development. Verywell Mind.
Cherry, K. (2019, September 23). The role of a schema in psychology. Verywell Mind.
Cherry, K. (2020, June 4). What is operant conditioning and how does it work?. Verywell Mind. https://www.verywellmind.com/operant-conditioning-a2- 2794863utmsource=emailshare&utm_medium=social&utm_campaign=
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Duhigg, Charles. (2012). The power of habit: why we do what we do in life and business. New York: Random House.
Miller, K. D. (2020). Operant conditioning theory: Examples for effective habit formation. Positive Psychology. https://positivepsychology.com/operant- conditioning-theory/
Nebel, C. (2017). Behaviorism in the classroom. The Learning Scientists.
Putnam, R. T., & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, 29(1), 4–15.
Shepard, L. (2000). The role of assessment in a learning culture. Educational Researcher, 29(7), 4-14.
Willingham, D. T. (2009). Why don't students like school?: A cognitive scientist answers
questions about how the mind works and what it means for the classroom. San Francisco, CA: Jossey-Bass.
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