Theories of Teaching and Learning - Essay Example

Running Head: Theories of Teaching and Learning Your name Course name Professors’ name Date Introduction Teaching is one of the oldest professions in the world. Most scholars consider it a "noble" profession. Several theories have been formulated in an attempt to assist learners and teachers achieve their desired objectives. This paper seeks to address teaching and learning theories in addition to how they affect the classroom environment. It begins by discussing how various theories of teaching and learning can be used in development of a professional knowledge base. Development of a Professional Knowledge Base In developing one's professional knowledge base, an educator can utilize various theories and viewpoints to emerge as a successful teacher. An educator should exhibit professionalism while teaching and relating with others. Above all the teacher should be a good role model to be emulated by learners. Teachers utilize Richard Bloom's taxonomy of objectives, which propose that a series of steps should be adhered when defining, and setting learning objectives. These objectives enable the teacher to structure learning such that it suits their needs based on the wide range of objectives advocated by Bloom's taxonomy. This affects the classroom situation by making it to be challenging and stimulating. In the end, diverse areas of a student's abilities are tested (Patsula, 1999). Teachers should employ professional classroom management practices. These practices make a class orderly and enable learning to flourish in an appropriate atmosphere. Effectiveness of a teacher is evident where he or she is able to create an environment where a student feels safe. Furthermore, teachers must be well grounded in their areas of specialization. Moreover, they should strive to create lessons, which are exciting and meaningful to the students (Eggen, 2010). Behaviourism Behaviourism is a theory of learning that attaches great significance to the role of a teacher in a learning environment. It proposes that the external environment plays a major role in shaping human behaviour. Behaviourism is divided into classical conditioning and operant conditioning. Classical conditioning is based on the work of Russian psychologist, Ivan Pavlov, who made his findings after conducting several experiments with dogs. He concluded that involuntary responses could be induced in organisms through a process of conditioning. This was also applied to human beings and has been used by educators to develop conducive classroom environment (Eggen, 2010).Certain activities in the classroom can be conditioned. As an example, when a student is greeted warmly before being punished for going against the school rules, over time the student will associate punishment with positive aspects and good intentions. Conversely, operant conditioning is based on the works of psychologist B.F. Skinner who noted that human behaviour could be controlled and predicted. He proposed the use of positive reinforcement in form of praise or a token of appreciation upon every display of a desired behaviour (Delprato, 1992). Skinner further came up with negative reinforcement whereby unwanted behaviour is not reinforced. In a discussion by Eggen (2010), unwanted behaviour can also be discouraged with punishment. The principles of classical conditioning are currently being employed in classroom situations as a control tool to enhance the learning situation. The theory has been helpful to teachers in that it is an efficient and effective means of regulating and controlling behaviour. The social learning theory The social learning theory was proposed by psychologist Albert Bandura who suggested that people learn best by observing the behaviours of others. He further suggests that a person will adapt a new behaviour if it results in a valued outcome (Patsula, 1999). It is therefore important that learners be exposed to role models early enough in the learning situation. This will make learner adopt a desired behaviour. Modelling can be employed in the classroom situation by exposing learners to what they should learn so that they can practice the same. In the teaching of English, for example, learners are assisted through modelling by exposing them to language from expert speakers or from recorded audio tapes. Once exposed, learners proceed to practice that which they hear from these experts and from the audio tapes. Learners should therefore be provided with situations in which they can practice the newly learnt behaviours for the sole purpose of facilitating retention (Patsula 1999). Social cognitive theories The social cognitive theory developed and proposed by Lev Vytgotsgy provides insight into the teaching and learning process. The theory holds that social interactions play a crucial role in shaping how an individual learning progresses. It suggests that the cognitive development of a child is influenced by those around like parents, teachers and their friends. His view was that children gain more from their interactions with those who have advanced knowledge regardless of their age differences (Effective Teacher 2010). Vygotsky identifies language as the most important tool for pursuing intellectual activities. This is because of its use as a means of thinking, solving problems, and as a mode of delivering knowledge (Effective Teacher 2010). Language is indeed important in the classroom situation today as it is the major means of instruction. Consequently, learners are taught language at a very early age so that they can communicate their feelings and ideas. The theory further identifies a 'zone of proximal development' in which there are four stages starting from the stage when one relies heavily on assistance of those who are capable to the stage when one becomes self reliant and can assist self (Patsula, 1999). The use of Vygotsky's theory in the classroom has led to enhanced student interaction in that learners have been able to learn from each other hence improving the learning process. Recent advances in technology have enabled the use of computers to assist learners communicate with professionals. Cognition theories Cognitive theories were developed by a Swiss psychologist, Jean Piaget, who suggested four stages of development that a child undergoes from birth to adulthood. Piaget identified a child's way of thinking for each of the four stages. Piaget's ideas can be applied to the classroom situation in various ways. Armed with knowledge about developmental stages of children, the instructor can predict what to expect from a child in each developmental stage and hence be able to design the instructional process accordingly (Effective Teacher 2010). Learners should be provided with concrete experiences, which they can easily relate to (Eggen, 2010). The cognitive theory holds that the learner is an active participant in the learning process. Under Piaget's theory, it is believed that children can motivate themselves and are able to generate knowledge and adapt new ideas on their own (Eggen, 2010). The theory proposes that one learns through organized patterns of behaviours and thoughts that give ability to make sense of the environment. This organization is done through the creation of relevant 'schemes' to fit into each situation. In instances where a learner has not developed a relevant scheme, adaptation and modification of the existing schemes is done. This is done through the two processes of accommodation and adaptation. Students should therefore be explorers in the classroom situation while the instructor acts only as a guide. This will cultivate an aspect of active participation within the learners. Piaget's theory has influenced the classroom situation in that most countries have adopted a differentiated system of instruction in which learners are grouped together and placed in the same class based on assumption that those learners in the same age bracket exhibit similar characteristics in terms of educational attainment. Constructivist theory The constructivist theory is based on Vygotky's work and is one of the most widely adopted theories in today's instructional settings. It holds the view that a learner participates actively in the learning process by constructing his or her own knowledge based on previous experiences. Constructivism thereby limits the role of the teacher in the classroom situation since learners are expected to discover new knowledge (Patsula 1999). The teacher's role in this case is therefore limited to that of providing guidance as the learner generates knowledge (NDT). Through serious interrogation of facts, constructivism enables a learner to become a creator of knowledge rather than a passive receiver of knowledge. Constructivism has affected the learning situation by making teachers to abandon traditional methodologies where the learner was seen as a passive recipient of knowledge (Fetherston, 2006). This is a great shift in the organization of learning activities and appraisal of individual learners. It further suggests a combination of learning approaches in recognition of the fact that no two learners learn in the same way. Some of the methods highly recommended by the constructivists include group discussions, constant practice, and the teaching of others. They consequently discourage on the use of traditional lecture method (NDT). The adoption of the constructivist perspective is a challenging but a rewarding move. Research findings have shown that learners who have undergone instruction through this approach attain higher levels of critical thinking abilities (Eggen, 2010). Teachers who have embraced the approach have equipped their class environments with diverse materials and learning resources such as newspapers, games, DVDs, and computer programmes. Students are also given an opportunity to experiment with ideas and any wrongly conceived ideas are corrected. The approach also recommends learning experiences, which the student can identify with (Effective Teacher, 2010). As the use of technology progresses, instruction using the constructivist approach will become even more stimulating and exciting. Eggen (2010) notes that the classroom situation is bound to change since instruction will no longer be limited to the confines of a physical space and a geographic location. The internet will enable the teacher and student to share knowledge in real time without necessarily coming in face-to-face contact. In addition, a lot of information can now be sourced from the internet and the challenge has been to sift through these broad bases of information to find, that which is of relevance. Furthermore, some of the information sourced from the internet may not be reliable and closer guidance from the teacher is thereby necessary. Theories of motivation Motivation is a process through which a desired activity is sustained through a combination of approaches (Eggen, 2010). Various theories on motivation have been advanced by various scholars, with each proposing different ways and means of motivation. The two major ways of motivating learners in the school environment is through intrinsic and extrinsic motivation. Extrinsic motivation refers to rewards gained from the external environment. This source of reward is an external party like the teacher or school administration and the learner will strive to do what will eventually amount to motivation. Motivation is currently utilized in the classroom environment and it has enabled some students to redouble their efforts in doing what will lead to being rewarded (Schunk, 2004). The use of prizes, for instance, to reward students who attain the highest marks in a subject is a form of extrinsic motivation. Intrinsic motivation is derived from an internal urge to do certain things. This is the most productive form of motivation since one will not stop doing an activity until the result is attained. A learner who is driven by the internal desire to succeed in life, for example, would not need a reminder to work hard. This is because such a student has a long-term objective and will put all energies towards success. Some factors may contribute towards motivation levels of students. This includes the satisfaction of student's needs, beliefs and their emotions. The teacher should therefore ensure that these factors are met before starting any instruction in class. The advent of new technologies can be a good source of motivation for learners. Eggen (2010) contends with the fact that aspects of new technologies should be incorporated into the learning process to motivate students in some way. Conclusion This literature gave a succinct account of how theories of teaching and learning are indispensable in a classroom environment. The success of teaching and learning is directly proportional to a proper organization of classroom environment. As aforementioned, theories that impact on classroom environment can be grouped into social learning, cognitive, behaviourism, constructivism, and motivation theories. At this stage, it is vital to be conclusive by stating that effective teaching and learning process utilizes approaches from all these theories. References Delprato, D., & Midgley, B. (1992). Some fundamentals of B. F. Skinner’s behaviourism.American Psychologist, 47(12), 1507-1520. Eggen, P., & Kauchak, D. (2010). Educational Psychology, Windows on Classrooms. 8th Edition. French's Forest: Pearson. Fetherston, T. (2006). Becoming an effective teacher. Sydney: Thompson. NDT Resource Center (n.d) Teaching with the Constructivist Learning Theory. Retrieved from: http://www.ndt- ed.org/TeachingResources/ClassroomTips/Constructivist%20_Learning.htm. 13 June, 2011. Patsula, P.J. (1999). Applying Learning Theories to Online Instructional Design. Seoul: Sookmyung Women's University. Schunk, D. (2004), Learning theories: An educational perspective. Upper Saddle River, NJ, Pearson Educational Inc. The Effective Teacher 2010 and Beyond. (2010).What Does It Take To Be an Effective Teacher in the Year 2010 and beyond? Retrieved from: http://effectiveteacher2010.blogspot.com/ 13 June 2011. Read More

The social learning theory The social learning theory was proposed by psychologist Albert Bandura who suggested that people learn best by observing the behaviours of others. He further suggests that a person will adapt a new behaviour if it results in a valued outcome (Patsula, 1999). It is therefore important that learners be exposed to role models early enough in the learning situation. This will make learner adopt a desired behaviour. Modelling can be employed in the classroom situation by exposing learners to what they should learn so that they can practice the same.

In the teaching of English, for example, learners are assisted through modelling by exposing them to language from expert speakers or from recorded audio tapes. Once exposed, learners proceed to practice that which they hear from these experts and from the audio tapes. Learners should therefore be provided with situations in which they can practice the newly learnt behaviours for the sole purpose of facilitating retention (Patsula 1999). Social cognitive theories The social cognitive theory developed and proposed by Lev Vytgotsgy provides insight into the teaching and learning process.

The theory holds that social interactions play a crucial role in shaping how an individual learning progresses. It suggests that the cognitive development of a child is influenced by those around like parents, teachers and their friends. His view was that children gain more from their interactions with those who have advanced knowledge regardless of their age differences (Effective Teacher 2010). Vygotsky identifies language as the most important tool for pursuing intellectual activities. This is because of its use as a means of thinking, solving problems, and as a mode of delivering knowledge (Effective Teacher 2010).

Language is indeed important in the classroom situation today as it is the major means of instruction. Consequently, learners are taught language at a very early age so that they can communicate their feelings and ideas. The theory further identifies a 'zone of proximal development' in which there are four stages starting from the stage when one relies heavily on assistance of those who are capable to the stage when one becomes self reliant and can assist self (Patsula, 1999). The use of Vygotsky's theory in the classroom has led to enhanced student interaction in that learners have been able to learn from each other hence improving the learning process.

Recent advances in technology have enabled the use of computers to assist learners communicate with professionals. Cognition theories Cognitive theories were developed by a Swiss psychologist, Jean Piaget, who suggested four stages of development that a child undergoes from birth to adulthood. Piaget identified a child's way of thinking for each of the four stages. Piaget's ideas can be applied to the classroom situation in various ways. Armed with knowledge about developmental stages of children, the instructor can predict what to expect from a child in each developmental stage and hence be able to design the instructional process accordingly (Effective Teacher 2010).

Learners should be provided with concrete experiences, which they can easily relate to (Eggen, 2010). The cognitive theory holds that the learner is an active participant in the learning process. Under Piaget's theory, it is believed that children can motivate themselves and are able to generate knowledge and adapt new ideas on their own (Eggen, 2010). The theory proposes that one learns through organized patterns of behaviours and thoughts that give ability to make sense of the environment.

This organization is done through the creation of relevant 'schemes' to fit into each situation. In instances where a learner has not developed a relevant scheme, adaptation and modification of the existing schemes is done. This is done through the two processes of accommodation and adaptation. Students should therefore be explorers in the classroom situation while the instructor acts only as a guide.

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