Personal Learning Theory Summary

Personal Learning Theory Summary
A teacher’s personal learning theory can impact his or her instructional practices in the classroom and directly impact student performance. During my course of study on the theories of learning, I have consistently identified with the behaviorist learning theory that says “[t]he consequences of an act affect the probability of it's occurring again.” (Thinkexist.com). This model for learning validates my previous rationality that if students feel safe, valued, and successful in their learning environment than high expectation will be met and outcomes achieved. It has also become apparent to me that employing social constructivism strategies like authentic assessment, ongoing feedback and recognition are critical aspects in facilitating students’ towards being positive, productive and successful learners.
Immediate Adjustment
Employing strategies that emphasize the usage of nonlinguistic representations into my daily lessons is an immediate adjustment that I can make to my instructional practices. Research has proven that students can make up to a 38-percentile gain when strategies such as kinesthetic activities, concept mapping and images are used in place of traditional instructional practices (Marzano, Pickering, & Pollock, 2001). Two technologies I can incorporate nonlinguistic representations with are Kidspiration (www.inspiration.com) and VoiceThread (http://voicethread.com/#home). Kidsiration’s vocabulary word template will enable my students to create image concept maps to organize information and VoiceThread (http://voicethread.com/#home) will offer my students a platform to share summaries and analysis regarding information gained from these digital images. Utilizing various media strategies in my classroom allows students to further their comprehension of the content through means that are meaningful and relevant.
Long Term Goals
Setting goals that involve structuring student-learning experiences around high interest and developmentally appropriate strategies demonstrates my commitment to learning new techniques that can positively affect my students’ outcomes. The integration of technology into instructional practices is defined by Lever-Duffy & McDonald as the teaching strategies and techniques used to impart content through the use of media (Lever-Duffy & McDonald, 2008). Believing that how students view learning affects their performance, I will make my first long-term goal the incorporation of website based instruction. The students in my classroom often utilize, are instructed though, or assessed using website based tutorial programs. I will facilitate this change by using instructional sites such as Internet4classrooms (www.internet4classrooms.com) or Brainpop (www.brainpop.com)to aid students in building concept connections instead of just regurgitating information. “With the advent of powerful and inexpensive computers, early [computer-assisted instruction] CAI programs have long since evolved into the powerful, multimedia programs available today that entice students to learn and support teacher’s instructional efforts” (Lever-Duffy & McDonald, 2008). The basis for all learning theories according to Dr. Orey is the active engagement of students in their own learning process (Laureate, 2009). My second goal will be to utilize digital means to provide my students with an opportunity to create products that can be shared with others. Using Powerpoint (office.microsoft.com/powerpoint), Jigsaw Classroom (www.jigsaw.org), or iWeb (www.apple.com/ilife/iweb), I will be able to provide my students with the tools to demonstrate and share and demonstrate their knowledge in a format that fits with 21st century skills. As a behaviorist/social constructivist, my future teaching practices need to reflect strategies that enable students to be conditioned through positive concrete learning experiences that best meet their preferred learning modality and challenges their desire to explore other types.
Conclusion
Engaging in effective classroom instruction requires me to employ ongoing reflective practices, which delve into my own beliefs, the data supported theories of others, and the needs of the individual students in my classroom. Closely examining these will enable me to provide students with the optimal learning experience designed to promote and support their development of self-efficacy.


References
Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory,
instruction, and technology. Baltimore: Author.
Lever-Duffy, J. & McDonald, J. (2008). Theoretical Foundations (Laureate Education,
Inc., custom ed.). Boston, MA: Pearson Education, Inc. Chapter 1: Theoretical
Foundations, pg. 2–35
Marzano, R.J., Pickering, D.J, Pollock, J.E. (2001). Classroom Instruction that Works: Research-
Based Strategies for Increasing Student Achievement. Alexandria, VA: ASCD. Chapter
6: Nonlinguistic Representations, pg. 72-83.
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology.
Retrieved on March 7, 2010 from http://projects.coe.uga.edu/epltt/

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