Running Header: CUSTOMIZED LEARNING THEORY

Customized Learning Theory Focusing on Children in High School

David Bennett
Liberty University
March 9, 2012
EDUC500 B24 201220
Dr. Chris W. Taylor

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Customized Learning Theory Focusing on Children in High School

Introduction
The education of a child concerns more than just subject matter and rote memory.
It concerns his emotional, intellectual, and spiritual development. Proverbs 22:6 purports,
Train up a child in the way he should go: and when he is old, he will not depart from it.
It is the educators responsibility to recognize his role in the upbringing and nurture of a
child. That responsibility is to guide the child through adolescents by equipping him with
knowledge and wisdom.
Learning Theory
Students are a product of both intrinsic and extrinsic forces. The environment a
child is raised in can determine his values. As children enter adolescents these values will
decide how they handle periods of social, intellectual, and spiritual disambiguation
(Fortosis & Garland, 1990). During this period of time a child will have to decide
whether or not to the follow the guidelines placed upon him (Slavin, 2012, p.58).
Kholbergs (Slavin, 2012, p. 59) theories established stages a child went through that
concerned their intrinsic motivations for right and wrong. By nurturing appropriate
behaviors, the educator can use extrinsic forces to allow a child to develop the internal
motivation to work on their own (Slavin, 2012, p. 293).
Forces acting on the student, both internally and externally, cause the student to
decide whether or not to advance. Piaget (Slavin, 2012, p. 32) called this a stage of
disambiguation. During this stage the student arrives at a problem that cannot be solved
at their current stage of development (Slavin, 2012, p. 32). By advancing through the
disambiguation and reaching equilibrium the student advances to the next stage of

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learning (Slavin, 2012, p.32). Piaget attached these stages to certain age groups though
research has show that while the stages do seem to exist, there may not be specific ages in
which children advance through them (Slavin, 2012, p. 39).
Disambiguation occurs in more than just transitions through development. When
an adolescent is faced with any decision that challenges his current knowledge he is faced
with a state of disambiguation. Whether learning a new concept or making a moral
decision a child will have to call upon what he has already learned to advance to an
answer (Fortosis & Garland, 1990). At this time students pass through Vygotskys period
of proximal development (Slavin, 2012, p. 42). During this time an adolescent will use
any knowledge previously acquired to arrive at usable conclusion (Slavin, 2012, p. 42).
It is important to keep these concepts in mind when teaching. As a new concept is
introduced a child is faced with a state of disambiguation (Fortosis & Garland, 1990).
The educator must recognize this and connect the concept with what a child has already
learned thus established the proximal zone (Slavin, 2012, p. 42). By creating an
environment where students can reach these stages and feel safe about advancing learning
can take place at a much easier pace. The educator must recognize the importance of
approaching stages of disambiguation by preparing students with adequate knowledge to
pass through each stage quickly and easily. Erikson (Slavin, 2012, p. 54) theorizes that
difficulties passing through stages of development can have long lasting effects on
students. Though his stages differ from Piaget, the concept holds true. By carefully
observing where students are cognitively in the classroom teachers can use
disambiguation and proximal development to better train a child.
An Effective Teacher and Learning Environment

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An effective teacher will understand more than just the subject, but also have a
passion for his students. By being concerned for his students is vital for the effective
teacher to have the intrinsic motivation to push his student to their maximum potential.
The effective teacher will be willing to change himself and his environment to allow the
students every opportunity to meet the academic goals. He will also use whatever tools
are at his disposal to enhance the classroom experience.
The most effective teacher is one that can share his passion of the subject with his
students. Though some students will be motivated to excel by receiving good grades, not
all will (Slavin, 2012, p. 294). There are a variety of ways a teacher can motivate his
students to achieve the goals set forth by the curriculum. Some students are concerned by
grades; some have families that expect success, while others have a desire to learn the
subject(Slavin, 2012, p. 287). External motivation through grades or positive feedback is
affective, but only as long as they are present (Slavin, 2012, p. 296). If a teacher can
impart internal desire to understand the subject matter then he can give students an
intrinsic desire to understand what is being learned. If students have an internal desire to
accomplish the task at hand then he may continue to pursue the activity outside of the
school environment (Slavin, 2012, p. 295). Teaching students the value of intrinsic
motivations can help them to thrive in situation where they may otherwise give up
(Slavin, 2012, p. 301). If grades or feedback are the soul reason for success, then a small
failure may stop the student from pursuing success. However, if a student is internally
motivated, then the student will continue to strive even when faced with failure (Slavin,
2012, p. 302).

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The teacher must create an environment where the student will strive for success,
even in the face of a set back. Feedback can be an excellent method for encouraging the
student to achieve (Slavin, 2012, p. 306). Using feedback and grades to encourage
students to continue to succeed or improve allows them to understand how to continue,
though it should not dictate why to continue (Slavin, 2012, p. 306). It is important for the
educator to monitor how a student responds to feedback and whether it is there only
motivation (Slavin, 2012, p. 307). By using positive feedback to grow a students
intrinsic motivation an educator allows the student to grow personally as well as
intellectually (Slavin, 2012, p. 306).
The method in which students are taught is also vital for the effective
teacher. An educator can craft the most eloquent lesson, but if it does not account for
how the student learns then it will be useless (Delvin, Marcia and Samarawickrema,
Gayani, 2012). Direct Instruction has been a very effective model in the classroom for
many years (Slavin, 2012, p. 185). The educator must impart the knowledge he possesses
to his students, and direct lecture is the most efficient model (Slavin, 2012, p. 188).
However, simply standing in front of a class and lecturing will not be very effective in the
average high school classroom. There are a number of methods that can be used to
maintain class interest in a subject. Hrepic (2011) researched the effectiveness of using
technology in the classroom the ease the aspect of taking notes in class. His research
found that as long as students use technology for its purpose it could help students retain
more information (Hrepic, 2011). Classroom interaction is another vital element in
maintaining class engagement. Asking questions during a lecture can serve two purposes
(Slavin, 2012, p. 194). First, it gives immediate feedback on student understanding of the

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subject (Slavin, 2012, p. 194). Second, it encourages students to remain engaged lest
they answer a question incorrectly (Slavin, 2012, p. 194). Keeping students engaged in
the lesson during lesson will increase retention, but by involving them through questions
will also encourage internalization of the content.
Maintaining engagement as well as a proper environment in the classroom is vital
for controlling student behavior as well. The primary method of reducing distractions in
the classroom is proper time management (Slavin, 2012, p. 320). Using every available
moment in the classroom for instruction reduces opportunists for students to misbehave
(Slavin, 2012, p. 320). It is also important to establish what is appropriate behavior in the
classroom. Setting clear standards for students in the beginning of the year will help
students understand what is expected of them. A child will only do what is expected of
him, and seldom more expectations should be set for students that are achievable but firm
(Van Brummelen, 2009, p. 186). The student should have a clear understanding of what
is expected and what the consequences will be if that expectation is not met (Van
Brummelen, 2009, p. 186). The consequences must also be reasonable and enforceable
(Slavin, 2012, p. 332). If the consequence is unfair then the student will become bitter
(Slavin, 2012, p. 332). If the consequence is impossible to enforce then students will
understand that there is no reason to fear it (Slavin, 2012, p. 332). By creating an
environment of set expectations a teacher can allow students the freedom to learn without
distraction.
Understanding students abilities is another aspect of the effective teacher. No
child is the same, thus each student will learn at a different rate (Howard, 2004). While
grouping students who learn at similar rates may seem like a solution in establishes in the

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childs mind that there is nothing more that he can achieve (Howard, 2004). Vygotskys
research into the proximal zone encourages students of different ability levels work
together (Howard, 2004). Though some students may not learn as quickly as others, by
working in the same classroom the slower student will not feel inadequate (Howard,
2004). By removing external values such as class grouping, teachers can continue to
build intrinsic motivation for the students.
A properly designed lesson will appeal to students with different potential and
learning styles. The effective teacher will include a variety of styles in his lesson. He
will use visual examples as he lectures to reinforce concepts being learned (Slavin, 2012,
p. 192). Guided practice and independent practice will be used to fortify content for
students with different learning styles (Slavin, 2012, p. 199). Time management will be
important to offer time for the teacher to reach students who learn at a different pace
personal time with the educator (Slavin, 2012, p. 200). Applying all of these into a lesson
will allow the teacher to effectively reach the variety of learning styles and paces in his
class.
An intentional teacher will motivate his class to internalize information and listen
closely to what is being taught. He will set clear expectations for his students to follow
and encourage them to improve. The effective teacher will create an environment that is
free of distraction by controlling the flow of the classroom. He understands his students
and their needs so he provides the best environment for learning. An effective teacher
will fulfill Ephesians 6:4 and train his students in, the nurture and admonition of the
Lord.

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Learning Characteristics
Every student learns differently. Some students will learn primarily from lecture,
while others will learn more from visual stimulus (Slavin, 2012, p. 107). There are still
other students that will find hands on experience the best form of education (Slavin,
2012, p. 107). The time spent on a subject can also play a role in what is retained.
Studies have found that the time at the beginning and end of a lesson are when the
greatest amount of information is retained (Slavin, 2012, p. 160). Some students will
initiate learning on their own, while others would rather be told what to do.
Appealing to the individual learning styles of students is imperative to provide the
optimum educational experience. Providing lessons that agree with these learning styles
enables each student to grasp a concept (Slavin, 2012, p. 317). A well-prepared lesson
will appeal to students on all levels and offer time to meet with students that are behind
(Slavin, 2012, p. 320). Lecture will appeal to linguistic students, while manipulatives and
visuals will appeal to visual learners (Slavin, 2012, p. 107). Incorporating hands on
practice will appeal to kinesthetic learners. Developing lessons that appeal to all these
areas will improve retention amongst students.
It is also very important to reach students that cannot learn at the same pace as the
rest of the class. There are a variety of reasons students may fall behind. Some students
may have issues at home, which may prevent the student from focusing on his studies
(Slavin, 2012, p. 85). Other students my have disabilities that prevent them from learning
at the same rate as other students (Slavin, 2012, p. 85). Upon learning what may prevent
a student from staying on pace in class it is important for the teacher to create a plan to
assist the students. Extra time after school can assist some students as well as personal

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attention during class (Slavin, 2012, p. 89). The teacher must also communicate with
parents to create the best environment for any student that falls behind (Slavin, 2012, p.
89). By reaching out to students of all types an effective teacher will be able to change
lives beyond just subject matter.
Personal Reflection
Understanding how one learns personally can greatly affect how an educator
teaches. Using differing methods of evaluation teachers can understand the process they
personally go through to learn. Parkers Study Skill Inventory and Parkers
Philosophical Methodology of Learning are two such tests. Using these types of tests
teachers can build lesson plans that appeal to a classroom with multiple modalities.
Understanding how this personally affects the teacher will help him understand how his
class learns.
Personally I have always found myself to learn best through lecture. Parkers
Study Skills Inventory reiterated this. I also found how important time management is
to retaining information. By carefully planning ahead for study time I am able to retain a
much larger amount of information. Critical thinking is another area that I have
developed through applying what I have learned. By using concepts that I have studied I
discover different ways they can be applied and I internalize the information. Through
understanding how I learn I have been able to change my study habits in the effort to
improve my educational experience.
Just as I gained an understanding in how I learn I have grown to see how others
learn. Applying the study skills I developed in the classroom has allowed me to develop
lesson plans that make the best use of time and cover the most material. I also introduce

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a variety of methods for receiving information. By appealing to as many students as

possible I have broadened the scope of the learning environment in my classroom.
Conclusion
Educating a child is much broader than simply conveying content. Properly
training students involves creating an atmosphere where they can learn to grow
independently of their surroundings and extrinsic pressures. The ultimate goal of the
teacher is embolden the student to motivate himself to learn rather than grades or praise.
An effective teacher sees the true measure of education in a students ability to thrive, not
in grades or tests. An educator serves as an example and guide through much of
adolescents to train a student in what God and society expect from them. When a teacher
has accomplished all he can do a student must make the personal decision to pursue what
is right.

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References

Delvin, Marcia and Samarawickrema, Gayani (2010). The Criteria of Effective Teaching
in a Changing Higher Education Context. Higher Education Research and
Development, 29(2), 111-124.

Fortosis, F., & Garland K.(1990). Adolescent Cognitive Development, Piagets Idea of
Disequilibration, and the Issue of Christian Nurture. Religious Education, 85(4),
631-644.

Howard, K. (2004). Universal Design for Learning: Meeting the Needs of All Students.
CurriculumMultidisciplinary. Learning & Leading with Technology, 31(5), 2629.

Hrepic, Zdeslav (2011). Wireless computers in classrooms: Enhancing interactive physics

instruction with Tablet PCs and DyKnow software. Latin-American Journal of
Physics Education, 5(2), 392-401.

Slavin, Robert H. (2012). Educational Psychology: Theory and Practice (10th ed.).
Boston, MA: Pearson Education, Inc.

Van Brummelen, H. (2009). Walking with God in the Classroom: Christian Approaches
to Learning (3rd ed.). Colorado Springs, CO: Purposeful Design Publications.

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