Morgan Rindlisbacher ED PS 6451

A Theory of Learning

It is time for my 3rd grade class to learn how to write a letter to a friend. When it comes to the learning process for this, I would not even think about giving them a piece of paper and telling them, Go ahead and write, expecting them to come up with a masterpiece of a letter. Some students would probably only have one or two words written down while others may even forget to add their signature at the bottom. How are they supposed to learn how to write a letter? That is when the process model of I do, we do, you do comes in to play. Instruction is based on this concept as I teach my students, work with and guide them through the instruction for them to be able to do it on their own. My learning theory derives from this concept and from many thoughts of the theorists we have discussed in class. It is all based on the needs of the student their learning style, and how they receive the instruction I give them. The I do comes from the focus of instruction from the teacher. The learners in my classroom are still developing through the Concrete Operational Stage according to Piaget. Based on this belief, my students are still working on hypothetical thinking and learning how to take in many different perspectives. They need to be instructed and guided by someone who has developed that level or stage of life and learning. As the We do comes into play, Piagets idea of instruction being full of interaction, is what it is all about. Students learn in the classroom through working and interacting with the teacher, as well as with their peers. They need that social interaction to enhance their learning and to make instruction more concrete using those in the environment around them. For the You do, students are the learners on their own, working to understand instruction for themselves. At this stage, the classroom becomes student centered to enhance learning. Motivation also comes into play, because the students need to understand for themselves, how to be motivated to accomplish all that is expected of them and to achieve that level of self efficacy with the instruction from the lesson. They need to feel that level of success in order to continue with a positive feeling about learning. This whole concept of learning through the I do, we do, you do, really comes from the Constructivism Theory. The knowledge my students gain must be constructed, and not simply acquired. As the teacher, I shape my students thoughts, bringing in Personal Constructivism from Piaget. The students and I work together to accomplish our goals in the classroom, through Vygostky and Bruners Social Constructivism Theory. The teacher leads the group then weans the students off to work together and learn together. As the students attain this form of learning, they can then move on to Aphilosophical Constructivism, a more student centered approach to learning in the classroom. All of these types of constructivism are apart of the learning process as I teach my students to become more independent in their learning styles.

In conclusion, my learning theory crosses over many theories in psychology, all depending on the intent of the instruction for the students. It involves teacher directed instruction, as well as peer and social interaction, with self-motivation and efficacy to achieve the desire for learning. Using my beliefs in my personal theory of learning, my students will be successful in writing their friendly letter. They will be able to not only write a letter, but also come out of the instruction with a deeper knowledge of their learning process and style for future instruction.