Classroom Learning and Instruction Theories

I have been teaching for eighteen years, during this time my teaching practices have changed along with the way students learn. My classroom instruction is eclectic strategies established by my knowledge of theories, best practices and most importantly my students’ interest, learning style and readiness level. I have learned a key factor in instruction is flexibility, what works with a class or a student may not work for others. Being knowledgeable of current research, teaching strategies and technology helps me develop an effective learning environment to meet the needs of my students.
Dr. Michael Orey explains the difference between learning and instructional theories. Learning Theory is the inspection of what is going on in the learners mind during the learning process. Instructional Theory scrutinizes strategies for changing the learning environment to guide the learning. (Laureate Education, Inc., 2009). Simply put, learning theory is what is happening in the learners mind, this allows us to structure the learning. Instructional theory is what I do to ensure mastery of the skills being taught.
I incorporate parts of following theories, either overtly or covertly, into my teaching practices: Behaviorist, Cognivist, Constructivist, and Social Learning. (Laureate Education, Inc., 2009). The usage depends on the objective being taught, the desired learning outcome and the students’ needs.
When designing lessons for my students I include the following information: State Standards, Learning Objectives, Pre-Assessment, Levels of Blooms, Key Vocabulary, Anticipatory Set, Scaffolding and Chunking, Lesson Delivery, Assessment, and Closure (formative assessment). I also incorporate strategies to be used to: Ensure active student engagement, comprehension input, and student motivation. Various grouping and cooperative learning activities are present in lessons.
Differentiated Instruction is infused into my lessons. To reach my students I need to know them, their learning style and readiness level. My digital literacy class is student centered with students working at their own pace move along at their ability level. I encourage and support students to reach for a higher level of learning. Students collaborate and work cooperatively to learn and embed the skills need for the digital world.
The students learn keyboarding skills along with basic digital literacy skills using Microsoft Word, Excel, Power Point, and Outlook. Students communicate with others in different countries thru e-pals. The students have communicated through Skype and a Web Cam to communicate visually and verbally.
The Arizona Technology Literacy Assessment has been give to fifth and eighth grade students since 2004. My students have the highest scores in the state. 94% are at or above the state’s proficiency level. I take great pride in being able to instruct the skills need for their future in the digital world.
I love teaching my students digital literacy skills preparing them for the future. I am fortunate to be able to offer my students an opportunity to earn a world recognized certification of digital literacy. Since my students come to the class at different technological levels I must have a wide variety of strategies based upon theory and experiences to facilitate their learning.
The Bridging Learning Theory, Instruction, and Technology Class has refreshed my memory on the importance of different learning theories and strategies to incorporate into classroom instruction. I have often used project based learning but this course has shown me innovative applications and Web 2.0 tools to add more depth and layers to my students products.
As I continue on my endeavor as an educator I discover and integrate ground-breaking ideas and strategies. I find that sometimes I am caught up with new ideas that I forget the tried and true old effect ones. Great educators are able to use a collection of various strategies and theories to meet the needs of students in the classroom. To do this the teacher must know their student’s interests, learning style and content readiness. Just knowing learning theories and strategies will not be of any use if a teacher is not familiar with the audience and how to best reach them.
The first goal I have set for the next school year is to guide and assist my students in becoming responsible for their actions not only in the cyber community but also in society. Students will be using e-pals, podcast, VoiceThreads, Wordle, Skype, wikis and blogs to communicate, collaborate and convene globally sharing their ideas, thoughts and products.
The second goal works hand and hand with the first goal. The building of a globally community in the classroom with students that are questioning, seeking discoveries and acquiring the desire to learn. My students will be able to view the world beyond the four walls of the classroom. I want my students to be full of questions, dreams and thoughts with the confidence to seek the answers and solve problems. I want to discovery the possibilities the world holds for their future. I believe without dreams there is no future. I want this global classroom community to present challenges for my students and myself. How will I do this? I will have high expectations for the community along with student centered inquiry based learning. I yearn to facilitate the ignition of now smoldering sparks in my students’ aspiration to make discoveries along the path to life long learning.




References:
Laureate Education, Inc. (Executive Producer). (2009). Understanding the Brain [Motion
Picture]. Bridging learning theory, instruction, and technology. Baltimore: Author.
Laureate Education, Inc. (Executive Producer). (2009). Brain Research and Learning [Motion
Picture].Bridging learning theory, instruction, and technology. Baltimore: Author.
Laureate Education, Inc. (Executive Producer). (2009). Instructional Theory vs. Learning
Theory [Motion Picture].Bridging learning theory, instruction, and technology. Baltimore:
Author