My Personal Learning Theory

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When the initial thought of creating my personal learning theory was introduced, I was under the presumption that I would be picking and choosing theories based on single categories, such as the role of the learner. I would state a theory that I incorporate, and then link it to a lesson.
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McLeod, Toni
As I further explored each of the theories, it occurred to me that I often use more than one on any given day or with any given project. I use multiple theories and partake in multiple roles as the instructor. It also made me reflect that I would be focusing more on learning rather than my personal theory of teaching. The theories within the book, Psychology of Learning and Instruction, do not necessarily stand alone, but can can be infused
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As an educator, we have the responsibility to reach a multitude of learners with varying learning styles. I believe it is our responsibility to address these styles through a variety of methods. With that being said, some theories may seem opposite of one another, but can still be used within a single classroom. For example, Gagne’s instructional theory recommends that the educator makes specific goals, and resist from having goals that are unclear. (Driscoll, 1994 p. 365) One the other hand, you have the radical behaviorism that negotiates learning goals with the learner’s input. Incorporating the learner into the creating the goals versus having the instructor having fundamental control of the process, can be incorporated into a single lesson or involved in an entire unit. Both of these theories can be imbedded into my own theory. So as far as the instructor goes, they can and should reach a multitude of learners by have set goals and fluid goals. I use both of these concepts all of the time within my foods classes. For example, I set clear objectives, such as the following: As a result of this lesson, students will be able to identify the three key factors required to make yeast bread rise with one hundred percent accuracy. This is a non-negotiated goal I have set for …show more content…
While I try to shy away using too many rewards and hope that intrinsic motivation plays a role in my students, I do revert to some of the behaviorist approach. Modeling is an example of this. “Children acquire many favorable and unfavorable responses by observing those around them.” (Standridge, M.. 2002) One such example I use it the use of my cell phone and other behaviors not completely related to learning, but related to the classroom environment that I wish to create. The classroom environment is important to establish within the first few weeks of school. (here I would like to add some facts or a source that verifies this view) To reiterate behaviorism and environment, I do not use or look at my cell phone during classroom time. I expect the same from my students during the time they are with me. I also always arrive early to class and almost always greet them upon entering my classroom. The hope in doing this, is that I am creating a positive environment from the start of the class in which they will then

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