Usefulness of theories of learning in teaching and learning process

Usefulness of Theories of Learning in the teaching and learning process.

Theories of learning fill the pages of books related to education and classroom practice, with each one offering a different account of how people learn. This essay is aimed at discussing the usefulness of theories of learning in the teaching and learning process.

Theories of learning place learners in a particular position and depending on the theory, the learning either happens to the learner by an outside force or it is something they do themselves as a result of internal processes or practice. Whilst this is not the only way in which a learner can learn, the majority of learning theories aim to lead pupils to the stage where they can use the learning tools they have acquired on their own to create their own learning.

In addition, theories of learning have much to offer and their implications for teaching have much strength. At the same time, they do have many limitations and so it can be argued that if implemented together, they would successfully overcome the limitations and allow learning to take place at a greater rate than if used in isolation of each other.

Assessment for Learning has allowed the idea of praise to develop as a strategy in recent years. Assessment for Learning has impacted upon marking strategies and the idea has come forward that marking should be formative and the idea of “two stars and a wish” can be applied. This recognises the pupil’s efforts, gives them two positive points and then goes on to give an area for improvement. The idea is that when coupled with the praise, the pupils will take on board what they need to do next.

The Constructivist line of thought set up by Piaget and Vygotsky argues that learning takes place in a social context with the responsibility of learning on the learner themselves and the teacher acting as a facilitator by providing learning scaffolds. This has led to an open approach towards teaching by encouraging group work and class discussion. This is one of the ways in which theories of learning become useful (Piaget, 2001).

From Constructivist ideas, it is claimed that pupils should be able to use speech and communication to make connections between what they already know and any new experiences and ideas they may encounter. This is one way (Woods, 1990).

In addition, According to Behaviourist theories of learning, learning occurs when two premises are met. Firstly the learner is actively engaged and secondly the learner’s activity is reinforced by a reward immediately. When the reward is pleasurable, it strengthens behaviour, while unpleasant consequences, or punishers, weaken behaviour (Scotto, 2007).

Behaviourist theories of learning maintain that all people have key instincts that drive them towards action. This can be factors such as hunger, the need for sleep or thirst. When people experience these drivers they act in particular ways to overcome their desires.

Behaviourists argue that when people reduce these drives by acting appropriately, even if it goes against their natural instincts, being rewarded will make us repeat the action they took. This concept can be applied to teachers and learners as teachers can reinforce the positive behaviour of their learners by rewarding them. The idea is that after being rewarded, the learner will repeat the actions and thereby establish a suitable means of learning (Sotto, 2007).

Praise is a further way by which Behaviourism has impacted teaching. The benefits of this are intrinsically present and one of the key reasons for this is that it forms a link between the pupil and the teacher. Praise breaks away from the monotonous relationship of teacher and pupil which exists in classrooms and breaks down a power barrier. Although it can be difficult in a class of thirty pupils, any small form of praise can show the pupil that their efforts are recognised and that they are as much a part of the classroom as much as anybody else.

In addition, one reason why appraisal and evaluation need to be undertaken as close as possible to the actual work setting is the need to take fully into account the personality characteristics of those assessed or evaluated. What means nothing to one person may mean a whole lot more to somebody else.

By depersonalising appraisal and evaluation one would eliminate its purpose, but there is need to ensure that the assessment dialogue is task-orientated so that it appears as a true reward for the action behaviour taken. This suggests that praise may not necessarily be the best basis for learning for everyone and should be undertaken with caution (Sotto, 2007).

It has been emphasized that active learning as key to the learning of pupils. Scholars have claimed that classroom learning best occurred when pupils formed relationships between themselves and what they are trying to learn. He suggests that pupils learn about stories by relating them to their own life experiences and goes on to give the example that geographical ideas are adapted through being linked to field trip experiences.

The above explanation suggests that it is through active learning that the mind will be able to learn what is new and for this to happen links must be made to the world that exists for the pupil. Active learning is advocated by Behaviourism and has been seen to make the learning experience enjoyable and relatable. This allows pupils to have some grasp on the new concepts they are learning as well as an idea that it is attainable (Woods, 1990).

Furthermore, Bruner and Haste (1987) proposed a view of learning that described learning as a complex link of language, interaction and cognition. They claimed that it is through interaction and the exercise of communication that people learn and that the teacher’s role is to create a situation where the learner can compile their own interpretations by using the interpretations of others around them.

This form of negotiating an interpretation enhances the view of Piaget as there is a need to share information before a negotiation can take place. Teachers would do this through the creation of scaffolds. This is where the teacher provides a means for pupils to apply already existing skills to acquire new knowledge.

There are significant implications on classroom management when it is suggested that learning is optimised through talk and co-operation. The way the teacher talks, sets up the classroom, moves, and sets work, all need to be carefully considered to allow peer tutoring and co-operative working between pupils. Classrooms need to be places where teachers create environments in which the pupils feel encouraged and secure enough to be able to express and explore their thoughts, feelings and emotions. The difficulty is ensuring that all talk is tentative and explanatory.

From the Behaviourist’s theories of learning point of view, in order to have learning the learner must be actively engaged and being rewarded immediately must reinforce their activity. The implication of this on learning is that it must be active and praise must be given (Sotto, 2007).

In conclusion, this academic essay has attempted to discuss the usefulness of the theories of learning in teaching and learning process. Regardless of which theory of learning is being examined, it is essential that teachers enable an open and flexible approach to their practice. Each pupil has individual needs and slightly different ways of learning and it is because of this individuality that there will always come a time when learning theories fail to enhance any sort of learning.

References:

Bruner, J., (1987). ‘The transactional self’. In J. Bruner and H. Haste (eds) Making sense: the Child’s Construction of the world. London: Methuen.

Barnes, R. (1999). Positive Teaching, Positive Learning. London: Routledge.

Piaget, J. (2001). The child’s conception of Physical Causality. New Brunswick, NJ: Transaction Publishers

Sotto, E. (2007). When Teaching Becomes Learning: A Theory and Practice of Teaching (2^nd Ed.) London: Continuum.

Woods, P. (1990). The happiest days? How pupils cope with school. London: Falmer Press.