Module 1 Assignment 1

Theory of How Students Learn

6771J:  Bridging Learning Theory, Instruction, and Technology

Module1 – Assignment 1

Angela Williams

Walden University

Kathryn Arnold

EDUC 6771J

Bridging Learning Theory, Instruction, and Technology

November 3, 2019

VARK; Visual, Auditory, Read/Write and Kinesthetic learning styles.  These styles are how children learn, in combination, during their life.  This is an acronym I learned while in by previous program from and instructor.  My personal theory is that students learn through all styles, there is not just one style that a student learns best from.  A Student may favor one style over another, but they do use all styles to learn with. 

            Multiple Intelligences Theory closely fits my personal theory.  Multiple Intelligences as described by Howard Gardner from Orey was very interesting to me. Gardner utilizes aspects of cognitive and developmental psychology, anthropology, and sociology to explain human intellect. (Orey, 2010, p. 79)  This theory breaks out of the boundary of strict, historical theories and models.  I agree that we can not lock a student into one learning style or model.  Teaching in high school I have seen different abilities and capabilities of learning.  An example is a student in one of my Introduction to Engineering Design classes.  This male student has no interest in doing the pencil and paper sketching.  We need to learn this as a base before we can more onto computer-aided sketching.  He refuses to do the sketching on paper, and only wants to do the computer sketching, which will not be introduced for another unit.  This student is displaying that he is only learning from a visual computer citation.   I would classify him as a Visual and Kinesthetic learner.  He craves the stimulus of a computer screen and the movement of a computer mouse. 

            My theory of learning, and teaching works well with teaching high school. I like to introduce the material and allow a student(s) to use their own intelligence to acquire the end result of the lesson/assignment.  A teacher should not force a student to succeed by the same format for every student.  I enjoy teaching at from a project-based outlook.  I enjoy giving students the opportunity to work in groups or alone.  I enjoy allowing my high school students the freedom to succeed in the way they learn best.  For every student their success path is different.  This does not mean that I do not hold them accountable for the result.  It means I allow them choices on getting to that final product.

During my short time at Walden University I have been exposed to different approaches to education. This is my first experience with a 100% online education.  It is a different set of professional expectation than my past education experience.  My experience here has also exposed me to different ideas and examples of using technology in my classroom.  Had I taken courses at Walden 2 years ago, the conflict I would have had trying to implement the practices I am learning would have been many.  At my current employment location, I can put into practice what I have been learning. Future applications and learning modes involving what I am learning will be exciting to implement.

I provide my students with a rubric and a deadline on assignments.  I make myself available for them to talk with and ask questions of.  I stay after for students and the Technology Student Association club I sponsor.  I am there to guide, not dictate what they will learn or how they learn.

Currently technology is integrated in every class and I hope to expand into new technology as the year(s) go by.  Each student has a desktop to work on.  The coding class was given jump drives to store their work and their coding to for the students future use.  Soon in I.E.D. we will be using computer sketching for engineering.  In Personal Finance I find valid articles and interactive lessons, like on Khan Academy, for a break from the reading and assessments done in that class.

Walden University: Richard W. Riley College of Education and Leadership Vision and Mission

Our Vision

The Richard W. Riley College of Education and Leadership fosters a dynamic and diverse network of educational leaders who seek to support learners globally by leveraging the power of teaching and technology and who are committed to the pursuit of positive social change through education.

Our Mission

The Richard W. Riley College of Education and Leadership provides access to high-caliber programs that prepare learners as scholar-practitioners and leaders who can inspire, influence, and impact their diverse communities by helping to meet the challenges and opportunities of education worldwide. (Walden University Riley College of Education, 2019)

            I also wish to encourage students globally and locally.  I enjoy teaching in a diverse location and with a diverse student body.  I feel education and teaching is inspiration.  Students should be inspired by energetic teachers that can influence and impact their current and future learning.  In my case I was inspired by my grandparents and a high school English teacher.  I hope to be that teacher that can inspire a student to keep going when they think they cannot go any farther. I look forward to learning more about the Six C’s and applying what I learn to my teaching. (Orey, 2010, p. 268)

References

             Orey, M. (2010). Emerging Perspectives on Learning, Teaching, and Technology. Zurich, Switzerland: The Global Text Project.

             Walden University Riley College of Education. (2019). Retrieved from Walden University: https://www.waldenu.edu/about/colleges-schools/riley-college-of-education

           Willis, J. (2019, September 30). BRAIN-BASED LEARNING. Retrieved from Edutopia.org: https://www.edutopia.org/article/maintaining-students-motivation-learning-year-goes

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