Reflection on Learning Theories

Each learning theory has its uses and I can see that you may be using multiple learning theories in the classroom simultaneously.

Basic Scenario
Year 2 Students
1. Autistic Spectrum Disorder (ASD)
2. Socially Withdrawn - borderline agressive
3. At standard
4. Above standard

All of the students have different needs and learning strengths. If for example students were learning about measuring liquids, the following could occur...

Student 1, Zone of Proximal Development (ZPD)(Snowman, et al., 2009) part of Social Constructivism where someone with more knowledge helps the student to grasp the concept better.

Student 2, Behaviourism and more direct rewards or consequences to maintain required behaviour and for student to learn during task.

Student 3, Situated Cognition, real contexts that apply to life outside of school so they understand the subject better.

Student 4, Constructivism, they are able to undertake part of the task by themselves and construct their own meaning.

The main point I believe is to have a good understanding of all the theories so when working with students it is done in a purposeful way, ensuring the best outcome for the individual student, not looking for the one size fits all type of lessons and learning.

Impact of learning style on selecting theories

After analysing the learning styles (previously blogged) the style that is impacted most by the learning theories is the Interpersonal (People Smart) style, students with high interpersonal skills will excel in team based activities and students with low interpersonal skills need support and building up their ability to work in teams and positive reinforcement through behaviourism.

Autistic Spectrum Disorder (ASD)
Students with ASD need extra support and would benefit from ZPD, and ICT. Research into ASD has shown the following

"Students who have difficulty processing verbal language, expressing ideas, producing written work, negotiating crowds, modulating noise, and moving and comprehending several elements within tasks are more likely to succeed with the structured and systematic learning associated with computers" (Education Queensland, 2004)

“People with Asperger’s Syndrome often have difficulty establishing and coping with the changing patterns and expectations in daily life” (Attwood, 1998, p. 94).

Conclusion
Although in an ideal world we would like all students to be able to embrace team work and other skills that we wish to impart to students, we need to be guided by curriculum and ensure that students that are unable to fully succeed in these skills, be it due to life experiences, learning style or any other reason, but can still meet curriculum guidelines and are able to be assessed are not disadavantaged due to our own preconceptions and assessment tools that are not suited to their needs.

Attwood, T. (1998). Asperger's Syndrome: a guide for parents and professionals. London: Jessica Kingsley Publishers.

Education Queensland. (2004). ICTs for Learning: Students with Disabilities and ICTs, Practical Ideas for Teachers. Coorparoo.

Snowman, J., Dobozy, E., Scevak, J., Bryer, F., Bartlett, B., & Biehler. (2009). Psychology
Applied to Teaching (Australian ed.). Milton: John Wiley & Sons Australia, Ltd.