CUSTOMIZED LEARNING THEORY
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Stephanie Wade
Customized Learning Theory: Teacher as Learner
Liberty University
July 1, 2013
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Abstract
This paper includes several theories of learning based on ideas of the theorists Piaget and
Vygotsky. Discussed are different theories of learning, an effective teacher, an effective learning
environment, learning characteristics, and personal reflections on learning. The traits a Christian
special education teacher are also discussed.
Keywords: “Christian Teacher” “Educational Psychology” “Piaget” “Vygotsky”
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Customized Learning Theory
Introduction
Teaching is a special calling. Proverbs 22:6 says, “Start children off on the way they
should go, and even when they are old they will not turn from it” (NIV). The human mind is a
very complex organ which was created by God. Teachers have influence over the future, and
God has called someone to train future generations, and in today’s society that role is the teacher.
All teachers, no matter what age or disciple they teach, play an important role in the development
of a child. Whether a teacher teaches in a public, private, or charter school they all have
influence over the students they serve. It is important for teachers to understand how the mind
works in order to best teach students, so a teacher needs to be a lifelong learner both
academically and spiritually. When a teacher accepted Christ as his or her personal savior, then
teaching becomes a calling from God. In whatever place and role God has given to the
Christian teacher, the teacher exemplifies moral standards and must understand their role and the
role of the students that the teacher teaches.
I felt the calling to be a teacher at a young age, so after high school I went to college and
majored in elementary education. During my time in college, I started getting experiences in
special education and gained an interest, but unfortunately the college I attended did not have a
special education program. After substitute teaching when I graduated college, I started working
as a paraprofessional in special education, and that is where I felt the Lord calling me to get my
license in special education, and so I finally did after several years. In my ten years in
education, I have seen special education develop.
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The role of a special education teacher has changed over the years. There was a time
when only the most severely disabled qualified for education, and special education was almost
entirely segregated into its own self-contained classroom. Especially since No Child Left Behind
becoming, Special education teachers spend more time in the general education classroom, and
students are expected to achieve the same standards as general education students (Vannest,
Hagan-Burke, Parker, & Soars, 2011). Many parents also want the opportunity for students with
special needs to be able to attend Christian schools, but very few private Christian schools are
able to sustain a special education program. Special education teachers are also the most likely
group to experience burnout. Today’s society makes it harder on Christian teachers who have
had the calling to teach to continue teaching and avoid burnout. It becomes more urgent for
teachers to be equipped with understanding of how the teacher they, the teacher, and students
learn. Once at teacher is called to teach, the teacher needs to be ready to become a lifelong
learner.
Learning Theory and its Importance
Learning theories address how people learn. For a teacher understanding the process of
learning is extremely important. They are the front and center of the classroom that present the
vision to the students who God has entrusted to them. Since teachers have so much influence
over the life of children it is important that children are not being misguided. There are so many
different learning theories that it can be hard to differentiate the right from the wrong. Teachers
need to study and develop their own ideas, so they can better be equipped to teach.
Learning is a complex process, and there are so many different ideas to learning. Piaget
theory of cognitive development included four stages based on ages. Vygotsky developed a
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theory based on stages, but used signs as the marker for development (Slavin, 2012). Theories
are never meant to be facts; it is up to the teacher to study and develop his or her own ideas
looking for guidance from past ideas. Since there are differences between theories teachers
should never take one idea and make it the only accepted idea. There is a danger in only
accepting one idea as the correct idea, and not considering other theories. The danger is that the
students miss out on all God has in store for them by only getting exposure to one way of
teaching.
The zone of proximal development is a key element in Vygosky’s theory of learning, but
misconceptions and inaccuracies in research of the theory makes some researchers discredit the
entire theory (Gredler, 2011). Teachers need to develop their own ideas in learning, and not just
look at others opinions to guide their beliefs. One theorist may not have all the answers, but
when we look at many theories our own ideal theory can be developed. As teachers, learning the
different theories and developing our own ideas based on the theories sets a standard to our
students to not look at just one idea, but to become students of learning.
Piaget’s theory also uses stages to describe cognitive development. Piaget’s logic of
meanings principle can be used in the classroom to create educational opportunities based on
experience (Wavering, 2011). Students can be taught logic to understand meanings of
vocabulary. Piaget’s theory is not perfect either and has its criticism that children may just be
taught on basis of age and not developmental stage (Slavin, 2012). It is important for teachers
need to study multiple theories and consider it when developing their own theory of learning.
Teachers teach their students how to be lifelong learners, so we should be set the example to our
students.
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Students with special needs learn differently, but so it is even more important for the
special education teacher to understand learning theories. In some ways “every child is
exceptional” (Slavin, 2012, p. 354), because every child is an individual. Special education
teachers normally serve the population of students that are unable to complete academic tasks,
because of a disability (Slavin, 2012). It becomes even more urgent for special education
teachers to become lifelong learners and understand different theories of learning.
The Effective Teacher
There is always debate in education whether a good teacher can be taught to teach. Since
teachers have such a large influence over the lives of Children, there needs to be a measurable
way to determine if a child is learning. Slavin states, “Yet, one attribute that seems to be a
characteristic of outstanding teacher: intentionality” (2012, p. 4) Effective teachers are
intentional. Good teaching is more than knowing subject matter and it is more than having skill,
but it is the willingness to learn. Good teacher research, teach taking action rather than just
copying others, and teaching from personal experience (Slavin, 2012). Being a Christian
teacher requires more than just teaching academics, but modeling the fruits of the spirit and a
Christian worldview to students (Van Brummelen, 2009).
Special Education teachers can be effective teachers, but have their own set of
hindrances. Time seems to be one of the biggest hindrances in special education (Vannest,
2011). Paperwork takes time away from instruction, and there are so many laws that teachers
need to understand to stay current. But still any teacher needs to remain intentional and not let
distractions get in the way of God’s calling. Putting the focus on God and his promises helps
the overwhelmed teacher. I love how Van Brummelen states, “teachers and learners are on a
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pilgrimage together…teachers must ask themselves whether they are ready for this pilgrimage”
(2009, p.278). It is all about becoming intentional to following God’s calling. Teaching is a
journey, where the teacher is the guide yet students and teacher travel together. There are many
demands in special education serving students with different needs, so it even more urgent that
special education teachers become lifelong learners.
Being an effective Christian teacher goes beyond just being intentional, but living out by
example the decision to follow Christ. “I can do all things through Christ who gives me
strength” (Philippians 4:13, NIV). Through Christ we can do all things, and so to me when I am
teaching through Christ I can overcome obstacles. Teaching in public schools where I cannot
openly share my faith, the example of the teacher will be shown. The effective Christian teacher
demonstrates by living out the fruits of the spirit, through example, which is shown to the
students in the classroom. Galatians 5: 22 mentions love first as the most important fruit of the
spirit. An effective teacher demonstrates love, which guides the students to the “right path” (Van
Brummelen, 2009).
The effective teacher takes time teaches using a variety of techniques and takes into
account the learning styles of each student placed in his or her care. For teachers to be effective
time is taken to prepare for the lesson. The goal is to meet the standards, but for the standards to
be met a teacher has to take time to create motivating enriching lessons that take into account
each student. Time must be spent learning the material, keeping current on educational
practices, creating lesson plans with clear objectives, and creating the material that is being used
all before the lesson is taught. In special education teachers need to make sure the IEP is being
followed by themselves and by the general education teachers.
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It is important for teachers to be flexible. In teaching it is expected that the unexpected is
going to happen. Teachers need to plan for the unexpected. Teachers need to set goals, and not
just set them but constantly question them (Slavin, 2012). Time needs to be given in case the
lesson does not go as plan, that there can be flexibility to review a concept or take it further.
Recognizing problems before they start and developing appropriate actions beforehand, helps
teachers with flexibility. While it is important to plan, a teacher’s job is to teach.
Collaboration with other teachers, staff, and parents are a key trait for an effective
teacher. Gaining parent support is extremely important, although it is not always possible.
Being able to show love to others even when they may not show love in return is a key.
Teachers who teach special education may work with tough students, so maintaining a network
of those that can help the teacher succeed with these students is important (Slavin, 2012).
Developing a daily report system helps keep constant communication with parents and other
school staff.
The Effective Learning Environment
For students to learn there has to be the right learning environment. School culture
affects the morale of the school. The classroom mood and tone set the “stage for learning” (Van
Brummelen, 2009, p.52). The learning environment which is the classroom within the school is
where learning takes place.
Most teaching within the school environment is through direct instruction. Direct
instruction should be used to present new material. Direct instruction is when information taught
directly to the students in the class (Slavin, 2012). Direct instruction includes the following
parts: preplanned lessons that state clear objectives, review prior knowledge, then present the
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material, learning probes, independent practice, assessment with feedback, and then practice and
review (Slavin, 2012). The effective learning environment is an environment where creative
lessons are preplanned and presented.
Creating a classroom that is motivating is critical in the learning process. Motivation can
be extrinsic or intrinsic, and both need to be included in an effective classroom environment.
Rewards can be used as an incentive, but overuse can be detrimental to learning (Gindis, 1999).
Students need Praise increases motivation, because it is a form of feedback and students realize
they are progressing. Motivation is the process that maintains behavior. Without motivation
learning cannot take place, so developing social and interactive lesson will help aide learning
(Slavin, 2012).
The effective learning environment integrates technology. Creating an effective learning
environment means using different tools for learning effectively (Slavin, 2012). Technology is a
valuable tool to use in the classroom. Technology can effectively be applied through the use of
computers, smart boards, computer assisted instruction, and all the resources the internet brings
to instruction. In the discussion of sharing websites to use in teacher, we shared a plethora of
websites that I will add to my collection and use in my classroom. Technology also comes with
its sets of challenges since it is easier to plagiarize, so that also needs to be addressed.
Effective classroom management is another key to an effective learning environment.
Teachers develop an effective classroom management plan through knowledge, and then develop
it through experience. There is only so much time in the school day, and so it has to be allocated
appropriately. Planning engaging lessons, having a set disciple plan, having set procedures, and
preventing interruptions are all ways to prevent lost time during the school day. Studies show in
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special education classrooms less than twenty percent of the time teaching and learning are
taking place because of the overload of paperwork (Vannest, Hagan-Burke, Parker, & Soars,
2011). Having a set classroom management plan helps maintain an effective classroom.
Learning Characteristics
Each classroom is filled with individual students who come with their own experiences
and their way of learning. Special education includes all children with special needs whether it
be gifted, learning disabled, autism, or another disability. In a classroom it is impossible for a
teacher to address each student individually for every lesson being taught. That is why grouping
needs to take place within a classroom (Slaving, 2012).
It is imperative that teachers look at current research for strategies, which may find one
strategy that works with some of the class and not all of the class. Most of my experiences in the
classroom are teaching special education where academic time consists of small group
instruction rather than whole group instruction. Common learning characteristics are looked at
to decide the best grouping for the student. In teaching students with Autism, a strategy such as
teaching students with autism using video modeling may be effective. In using video within the
classroom it may be most practical to use small group pull out instruction, since it may not be
effective for other students (Plavnick, 2012).
Differentiation is important so all students are able to use their gifts and strengths (Van
Brummelen, 2009). To differentiate instruction teachers can design activities within a lesson
with different levels of difficulty. Differentiation is the approach “that adapts the content, level,
and pace of products to accommodate the different needs of diverse students in regular classes
(Slavin, 2012, p. 259). Learning centers are also an easy way to differentiate instruction within a
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classroom. Also peer tutoring by peers and teachers are another way to address different needs
in the classroom. The key for teachers is to not get overwhelmed and try to adapt each lesson to
each student, but look at the different levels in the class and group accordingly.
Reflection of Learning
Throughout the course advanced educational psychology, I had experiences to assess my
learning style, study skills, and educational philosophy throughout this course. So often we think
about needing to know how our students learn that we do not think about how we as educators
learn. It makes sense to study how we ourselves learn, to better understand how our students
learn. One thing that has been made clearer to me throughout this course is that learning is a
process, and that there is no one way that is the right way to learn.
By the inventory my philosophy of education that I prefer is the philosophy
progressivism. The theory of progressivism is based on learning by doing. After taking the
learning style inventory I see my highest score was a visual learner, but tactile-kinesthetic was
not much less. When comparing my learning style with my preferred philosophy my preference
for progressivism becomes clearer. I learn by visualizing and doing things. I learn best my
experience, so I prefer teaching using methods where my students staying active doing activities.
I feel called to special education, because I am not a traditional thinker, but I am more
progressive that I like trying new approaches within the classroom.
I have worked in various roles in education over the past ten years. I graduated with a
degree in elementary education, and after moving to an area where there were very few teaching
jobs I started substitute teaching then working as a special education aide. It was there that
opened my eyes to the joys of special education. I realized my passion for education comes
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from my belief that all students can learn, and some just learn differently. A variety of learning
styles are contained within what classroom so it is important for the teacher to take into account
by learning about different learning styles to create the ideal learning environment.
Conclusion
God created humans with complex brains with the gift of learning, so throughout human
history learning has taken place. Learning theories are not static, but constantly changing. As
we continue research and learn more about the complex brain we see that learning is an
extremely complex process. As a teacher it is extremely important to continually reflect on our
teaching, and strive to improve continually. As I have developed my customized learning
theory, I have had a chance to study current practice and compare with the most common
practices in education today. Developing habits of lifelong learning will help me to be an
effective Christian special education teacher.
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References
Gindis, Boris. (1999). Vygotsky’s vision: reshaping the practice of special education for the 21st
century. Remedial and Special Education. 20.6. p 333-340. Retrieved from:
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0e67Gredler, M. (2012). Understanding vygotsky for the classroom: Is it too late?. Educational
Psychology Review, 24(1), 113-131.
Plavnick, J. B. (2012). A practical strategy for teaching a child with autism to attend to and
imitate a portable video model. Research & Practice for Persons with Severe Disabilities,
37(4), 263-270.
Slavin, R. E. (2012). Educational psychology: Theory and Practice. Boston: Pearson.
Van Brummelin, H. (2009). Walking with god in the classroom: Christian approaches to
teaching and learning. Colorado Springs, CO: Purposeful Design Publications.
Vannest, K. J., Hagan-Burke, S., Parker, R. I., & Soares, D. A. (2011). Special education teacher
time use in four types of programs. Journal Of Educational Research, 104(4), 219-230.
doi:10.1080/00220671003709898
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