My analysis of learning theory within the classroom came from my knowledge of educational psychology, my interview of Mrs. G, and my observations of her 3rd period English class. In this paper I discuss the learning theories I belive Mrs. G used, if I believed the strategies she used work, and what methods I will employ in my future classroom.
Mrs. G's Learning Theories
I had the pleasure to observe Mrs. G’s Freshman English class at
According to Piaget’s theory of cognitive stages, students need age-specific activities to become actively engaged in the learning process. I noticed two examples of Piaget’s theory in this class of 14-year-old teenagers, where the students are within the formal operational stage. Mrs. G presented the students with brain teasers instead of giving them unstructured free time. This gave them an opportunity to think in abstract ways and apply higher-order thinking skills. Mrs. G asked the students questions, such as “How did you reach that conclusion?” and “Is there any other information that you need to take into account?” She tried to understand their thinking and their problem-solving skills, suggesting different ways of looking at the problem as well. I applied this learning theory without realizing it when I told one group to “Think outside the box.” Another example of an age-specific activity was the use of analogies to analyze the Dr. Seuss’ book The Lorax. Mrs. G asked the class what they thought each item in the book represented. It was great seeing the students create metaphors and similes that connected the story to real-life situations. These analogies and brain puzzlers were just two activities Mrs. G utilized that were age-specific and would not have been as successful if used with younger children.
I noticed three uses of Vygotsky’s theory while visiting Mrs. G’s classroom. First, Mrs. G provided prompts and models to the students when they first began tasks. However, once they got the hang of it, she gave less support and direction, giving them more of an opportunity to work independently. For example, Mrs. G explained to the students the metaphors they should look for in the book, but after that she stepped back, and the students began guiding their own learning. The teacher also encouraged dialogue among her students. When they were working on brain teasers she urged them to bounce ideas and thoughts off each other before coming to her for assistance. This brings me to a third example of Vygotsky’s learning theory in the classroom, group learning. Mrs. G often let the students work together in groups for activities, such as brainstorming for an essay or completing a worksheet. She chose the groups, making sure different ability levels were placed together. Mrs. G understood the zone of proximal development, letting students accomplish tasks working with a more advanced peer. This was evident as the groups worked on the brain teasers because the more advanced students created ideas that led to the slower students coming up with their own solutions. Because communication was encouraged, the students openly talked to one another developing a cooperative learning environment. All the students were involved because they knew the activity was just for fun, allowing them to feel no pressure as they attempted to figure out the puzzlers. I feel that Vygotsky’s theory played a central role in Mrs. G’s philosophy of teaching.
Observational learning and reinforcement were noticeable in Mrs. G’s classroom. When I interviewed Mrs. G she said, “Having a positive attitude is so important.” I could tell she loved teaching because she was always smiling and enthusiastic about the material. This was great because I believe it is important for teachers to model behaviors they want their students to have. Since Mrs. G was excited about what she was teaching, I think it made the students develop a stronger passion for learning the information. In Mrs. G’s interview she also remarked, “Most students respond to positive reinforcement.” I observed that she gave praise and compliments to students when they had good behavior and when they correctly accomplished their tasks. She was fairly consistent in reinforcement, although a few students still did not attempt to do their best during the vocabulary review game. Some did not see the point in trying because the “smarter kid” always got the answer first. I felt the teacher should have done something to solve this problem, although she did not do anything. I was surprised Mrs. G did not use any type of punishment, relying only upon reinforcement.
I was not sure how the information processing model fit into classroom settings until I observed Mrs. G’s class. For students to retain information they need to be attentive and focused upon the material. I think this is why Mrs. G used a vocabulary review game because it is more enjoyable than a fill-in-the-blank study guide. I think this activity grabbed the students’ attention, although it might not have helped them fully process any information. The game was not organized, causing more of a chaotic environment and a constant changing of rules than any real learning of the material. I believe that having review activities can help students process information better, but students need to be focused, only happening if material is presented in a clear way, such as in the form of Jeopardy. I liked that the game did focus upon the meaning of the vocabulary terms, not merely memorization. This is another part of the information processing model because students will better retain information if they understand it, not if it is just hammered into their brain. Attention and processing are important elements of the processing model and I could see how Mrs. G tried to plan her lessons according to this, although she should have made changes to some of her activities.
There was evidence of Mrs. G using constructivism in her classroom. One element of constructivism is ensuring the classroom is student-centered, not focused solely around the teacher. After reading The Lorax, Mrs. G gave the students an example of one of the metaphors she found in the book, but then she let the students take over the class. They became the teachers and started sharing their own opinions. One of the students had an idea to place their desks in a circle, so they could all see one another. Mrs. G stayed on the sidelines as she watched the students take control of what turned out to be a great discussion. I thought this was a great method that I will definitely want to have in my classroom. Another aspect of the constructivist theory is presenting complex and challenging problems, exactly what the brain teasers were. This activity allowed the students to stretch their minds into new directions, as they had to work with multiple elements and solutions on problems that mimicked real-life situations. I think Mrs. G utilized constructivism in just the right amount within her classroom.
Mrs. G is only in her second year of teaching, still trying to figure out what methods work for well her. I have realized, to decide what theories work for me, I will need to rely upon a trial and error process. I can observe different styles and learn about different philosophies, but only real-life experiences will give me the practice to know what theories I want to employ in my classroom. It will take years, if it occurs at all, to figure out the strategies that work well for me and my students. I do know that there is not only one type of classroom, such as strictly Vygotsky or strictly reinforcing, but there needs to be a combination of multiple theories because learning theory plays a central role within the classroom. It is important for teachers to be aware of how children learn, so they can become better prepared to teach students based upon their individual qualities and upon their specific stages in life. I am excited for the day I enter my own classroom, where I will begin to practice my own learning theories to decide what works best for me and my students.
*Graphics
Student Discussion photograph from the website: http://www.cwu.edu/wenatchee/photos.html
All other graphics from Microsoft Office Clip Art
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