I strongly believe that every child can learn and be successful. Children do not learn at the same pace or in the same way, but if taught correctly in a safe learning environment, all children can learn. At its core, learning occurs when meaning is connected to information and experiences. Without meaning, without seeing the value of facts and skills, it is simply forgotten in weeks or just filed away as mere trivia. 

 

        One of the most powerful lessons about learning that I am experiencing is by raising my daughters, currently ages four and two. They not only have drastically different personalities, but it is becoming more and more apparent that I, in the role of mom/teacher, do not have the power to transfer knowledge to them. There is no set schedule I can create to teach my four year old how to ride a bike or how to teach my two year old to become potty trained. I have tried and failed miserably, and they have accomplished both of these goals pretty easily when the time was right for them. The best approach for me is to provide guidance and the right environment where they can take control of the learning. Ginsburg and Opper (1969) supported Piaget’s theory that learning is intrinsic and needs to be nurtured. 

 

“What the student needs then is not formal teaching, but an opportunity to learn. They need to be given a rich environment, containing many things potentially of interest. They need a teacher who is sensitive to their needs, who can judge what materials will challenge them at a given point in time, who can help when they need help, and who has faith in their capacity to learn” (as cited in Harapnuik, 2021).  

 

Some of my favorite classes as a student were not in subjects that I necessarily loved, but the teacher provided such an interesting environment where I felt comfortable asking questions and taking academic risks. 

 

       As a teacher and as a learner, I fall into the Cognitive Constructivist school of thought. As a learner, I thrive in an environment with instruction that is well-organized and clearly structured. I benefit from the ability to think through and work on a project or problem by myself first but then have the opportunity to confer with classmates and the teacher about my ideas or issues. One part of the ADL program that has specifically helped grow my learner’s mindset is the video feedback given after certain assignments. James Hartley (1998) identified one key principle of learning as cognitive feedback, which gives information to learners about their work on a specific task (as cited in Smith, 1999). Rather than reinforcing students with grades or prizes, the feedback itself is a strong reward and motivator for students to continue their learning journey. The Constructivist side of me really identifies with the idea that all learners are trying to make meaning out of information by connecting it to their personal experiences. People learn and make sense of the world by investigating, comparing and connecting ideas, and reflecting on these experiences all while participating in a social, collaborative community (Bates, 2014). I was fortunate to have taught in a school district for 11 years that could claim to have the most diverse high school in Texas. My students were coming from such different backgrounds and what they could bring to a lesson and take away from a lesson was unique from their other classmates. The best lessons always involved my students being able to share those experiences and perspectives in a collaborative environment.    

       

        These theories are essential to my blended learning innovation plan because it sets the whole environment for learning. Blended learning was and is not ever about the technology. Like Dr. Harapnuik always says, it is about the learning. Without guiding principles of learning, it would be too easy to fall back on strategies or technology that do not align with the ideology. Cognitive Constructivism emphasizes the bigger concepts first before moving onto the smaller working parts, which is exactly how I believe history should be taught. Specific people and events do not have any meaning for students until they see how they fit into the larger picture and connect it to their world. I want to encourage students to ask questions, pursue their interests and collaborate with their classmates all while I act as a guide on their journey, helping them find resources and make connections (Faculty of Education, The University of Hong Kong, 2018). 

 

        This exploration of learning theories has been a very helpful refresher and reminder of the type of learning that I want to encourage in my classroom. History is a topic that explains the world around us, and I want students to leave my class as better learners and citizens with a deeper understanding of how the past, present, and future are all connected. If my students leave with this, then they will continue on their journey with the ability to ask the right questions and face each challenge head on. 

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References

Bates, T. (2014, July 29). Learning theories and online learning. Online Learning and 

            Distance Education Resources. Retrieved November 9, 2021, from           

            https://www.tonybates.ca/2014/07/29/learning-theories-and-online-learning/

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Faculty of Education, The University of Hong Kong. (2018). Cognitive constructivism.

            What teachers should know about learning theories. Retrieved November 10,

            2021, from https://kb.edu.hku.hk/theory_cognitive_constructivism/

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Harapnuik, D. (2021, February 9). Learner's mindset explained. Harapnuik.org.

             Retrieved November 9, 2021, from https://www.harapnuik.org/?p=8705

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Smith, M. K. (1999). 'The cognitive orientation to learning'. The encyclopedia of

             pedagogy and informal education. Retrieved November 9, 2021, from

             https://infed.org/mobi/the-cognitive-orientation-to-learning/

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Annotated Bibliography

Bruyckere, P. D., Kirschner, P. A., & Hulshof, C. D. (2015). Urban myths about learning             and education. Elsevier Academic Press.

           

           I am alarmed at how many “truths” in education do not have any scientific   

           research to back them. I want to learn about more practices that have no value

           so that I can start to only use scientifically backed strategies. 

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Dewey, J. (1938). Experience and education. New York: Macmillan.

             

           Dewey is the founder of the Constructivist ideology and to truly understand and

           practice his learning theories, I need to read more of his work.   

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Hattie, J., & Yates, G. C. R. (2013). Visible learning and the science of how we learn.   

           Routledge.

 

          John Hattie’s research has been a popular topic at professional development

          meetings, and I really enjoyed hearing Hattie speak in a couple videos I

          watched. I would like to have more information about his research and advice   

          for teachers. 

 

Hirsch Jr., E. D. (2016). Why knowledge matters: rescuing our children from failed

          educational theories. Harvard Education Press Cambridge, Massachusetts.

 

          This book focuses on six topics for reform: over testing, scapegoating of   

          teachers, lack of preschool gains, inattention to history and arts, achievement

          gaps and reliance on standards not attached to rigorous curriculum. I would

          especially like to know more about achievement gaps, preschool gains and

          teaching history.