The Process of Learning

There are many different theories and philosophies regarding the methods and tendencies of student learning. Upon reading and researching various methods, some similar and some not so similar, I have developed my own philosophy regarding student learning.

Everyone is different; no two students learn the same way. How does an individual learn a new task or skill? Many child development experts have researched this broad topic, and many different theories have emerged from the various studies that have been conducted. 

In nature, there are general laws as to the order of development and maturation. For instance, an apple cannot burst forth from a seed. First, the seed must be planted in soil, watered, and then it has to sprout. As the seedling grows, it transforms into a beautiful, strong, sturdy tree. The tree produces blossoms that must be fertilized. After pollination, the blossoms produce their fruit. The fruit ripens into the delicious apple that we pick and eat. As outlined, there are necessary steps that must be completed before the ensuing process can take place. 

This same "order of operations" is similar in child development. The human brain develops outward from the brain stem: temporal lobe (hearing, language processing, memory); occipital lobe (vision); parietal lobe (spatial location, attention, motor control); and frontal lobe (voluntary movement, thinking, personality, purpose).  

The brain develops in a specific order, so therefore students must learn facts and skills in a specific order. Jean Piaget (1954), famous Swiss developmental psychologist, theorized that children undergo four distinct stages of development: sensorimotor; preoperational; concrete operational; and formal operational. As the brain develops, children are able to perform more complex tasks. 

By understanding this developmental process, teachers can provide better instruction for students. Students have to be able to add and subtract before they can multiply and divide. Students must be able to think concretely before they can think abstractly. Students need to speak in proper syntax before they can speak and write paragraphs and essays. 

Learning can be viewed as building a house: the house must have a sturdy foundation; the building process is not rushed; steps are not skipped; the master builder (teacher) follows a set of guidelines and blueprints (state educational standards); every addition is a stepping stone to the next piece of the puzzle. 

One of the most powerful ways a student can learn a new task or skill is by performing that task or skill independently. Whether it be spelling a new vocabulary term, tying a shoe, completing a complex math problem, riding a bike, or building a miniature model of the solar system, when students perform task by themselves, they are much more likely to learn from the experience than if they had help or merely observed the task. As Piaget also concludes, children "actively construct" their own knowledge. The main goal for any teacher should be to provide students with the necessary tools that will enable them to complete complex tasks and assignments on their own. 

Students not only learn from their teachers, but also through their interactions with others. According to Lev Vygotsky (1962), Russian developmental psychologist, culture and social interaction are key factors that guide cognitive development. Children socially construct their understanding of the world through peer interactions. This theory supports the adage," It takes a village to raise a child." Working together with a partner or in a group is a way for students to learn new skills, practice those skills with a "safety net," then refine and hone those skills with the intent of being able to perform the skills independently. 

Once a student is able to perform a new task or skill, it is extremely important for that student to retain the learning that took place. I believe that the most effective way to aid in student retention is to allow students to practice and perfect their skills and new talents. I grew up playing sports on a competitive level. My coaches would teach my teammates and me new skills as we progressed and developed as athletes. My favorite, most respectable, most successful coach taught us that we should practice just the same as we should play in a game. You can't coast through practice and expect success in the game. The same principle applies in the classroom: students must practice their skills correctly in order to be able to retain and perform those skills later. 

Some students may be more gifted at certain skills and tasks than others. For instance, I am more athletically and linguistically inclined than I am musically or artistically inclined. Not all students will excel in a particular area, so it is critical that the teacher is able to provide instruction for the students that is diverse and understood by all. Howard Gardner (1983), American developmental psychologist, suggests that humans utilize eight different intelligences, or "frames of mind." 

A student may have high kinesthetic intelligence but low musical intelligence. Not every student learns the say way, so a teacher's instruction must be diverse so that it can reach the widest possible audience. To add diversity to instruction, a teacher should include activities that incorporate multiple intelligences simultaneously. Also, a teacher may include several different activities and instruction styles that utilize different intelligences. This will create a more rounded instruction in the attempt to reach every single student in the classroom. The diversity of instruction should keep all students engaged and focused, which is the necessary criterion for successful learning. 

SUMMARY

To conclude this piece, I just want to recap and summarize the above information. I believe that the best way for students to learn in the classroom is when instruction meets the following criteria: 

1. it is scaffolded and progressed in a sensible and coherent manner

2. it is practiced and improved upon constantly

3. it is diverse and administers to all frames of mind, aka multiple intelligences

4. it is engaging for students 

References

Gardner, H. (1983). Frames of mind. New York: Basic Books. 

Piaget, J. (1954). The construction of reality in the child. New York: Basic Books. 

Santrock, J.W. (2009). Child development (14th ed.). New York: McGraw-Hill.  

Vygotsky, L.S. (1962). Thought and language. Cambridge, MA: MIT Press. 

Nature Vs. Nurture

One of the most frequently debated theories of child development is Nature vs. Nurture. The "nature" proponents advise that biological inheritance and predisposition influence development the most, while "nurture" proponents claim that environment factors and experiences have the most influence over development. 

I, and many other development researchers/theorists, believe that development stems from a mixture of both nature AND nurture. An individual's inherited traits and personal experiences will mold and shape his/her physical and mental abilities. For example, American professional racing cyclist Taylor Phinney has won many gold medals in short races and time trials. His parents are both professional cyclists. However, Lance Armstrong, American professional racing cyclist (winner of 7 straight Tour de France titles, but later stripped of victories) does not have cycling in his blood. His mother is a secretary and his father is the route manager for The Dallas Morning News. 

Both men have achieved greatness in their fields, yet they come from different backgrounds, thus indicating that nurture plays a major role in development.

But not all development comes from nurture. Sometimes genetics determine certain aspects of development. For example, genetics provide the basis for cell growth and maturation. Humans crawl before they walk, say one word before complete sentences, and adolescences go through puberty at around the same general age range.