formal and informal theories
Introduction
Different formal and informal theories have been put forward to explain how people learn. The paper seeks to respond to Kelchterman’s quote by examining my views of learning and teaching in-depth. Some of the theories prosed that explain how people learn include: behaviourism, cognitivism/ cognitive constructivism, social constructivism just to mention but a few. No single theory can on its account for how people learn; instead, the theories are usually employed to complement each other. Woolfolk Hoy, Davis and Anderman (2013) pointed out that “there is no single best explanation of learning. Different theories of learning offer more or less useful explanations depending on what is to be explained” (p.19). Given that learning theories are not in competition with each other but complementary, teachers should endeavour to apply the theories depending on the context of what is taught to learners.
- F. Skinner, an American psychologist, is associated with behaviourism theory. Behaviourism is a formal learning theory which argues that it is not possible to observe learning directly; however, it is inferred to have occurred in a stimulus-response scenario. Woolfolk Hoy et al. (2013) argues that there must be a change in behaviour to deem that learning has occurred. In my practice as a teacher, I hold the view that a learner should demonstrate intended competencies following exposure to a learning experience. The position is supported by Woolfolk Hoy et al. (2013) argument that “learning is seen as a change in behaviour brought about by experience” (p.10). The benefit of utilizing behaviourism theory is that it enables the teacher to quantify whether or not learning has taken place by change or lack of it skills behaviours and habits. As the name implies, judging whether learning has taken place is focused on the learners’ behaviour.
Cognitivist learning theory associated with, among others, psychologist Jean Piaget emerged following dissatisfaction with behaviourism’s overreliance on observable behaviours. An adequate understanding of the learning processes needs to take into consideration the mental processes of the learner. According to the University of California Berkeley Center for Teaching and Learning, 2019 as cited Perry (1999), besides rewards and punishment influence learning process, the teacher needs to be mindful of what goes on in the mind of the learner. The teacher needs to focus on the mental health of the learners to offer any academic support for purposes of improving their academic performance (University of California Berkeley Center for Teaching and Learning, 2019 citing Perry, 1999). As a teacher, I always ensure that my learners are motivated in a class by rewarding their excellent performance while employing sanctions for the learner’s undesirable behaviours. The reward or sanctioning of the learner’s desirable behaviour should take into account the behaviourism and cognitivist theories of learning.
Language development among learners is very critical in shaping how people learn. Vygotsky (1986) pointed out that language enables people to refine their thinking by listening to others and communicating through speech. I hold the view that early learning among learners should focus on language development. A well-developed language offers learners the ability to express their opinions. Vygotsky (2004) noted that “oral speech is always understandable to a child” (p.45), therefore as a teacher, language teachers should pay close attention to oral speech in the early development of a child. McKenna (2017) noted that speaking skills enable children to perform better in science, maths, and reasoning tests. To improve competency in Oracy skills among learners, schools should encourage the development of debating skills as the practice encourages dialogue between learners and their teachers (McKenna, 2017).
Scaffolding is critical in shaping the way people leaners. Wood, Bruner and Ross (1976) argued that scaffolding is ‘a process that enables a child or novice to solve a problem, carry out a task or achieve a goal which would be beyond his unassisted effort’ (p.90). I am inclined towards the argument that teachers should act as a guide in the learning process by assisting learners to acquire new skills and attitudes. Bruner (1960) holds the view that “any subject can be taught effectively in some intellectually honest form to any child at any stage of development” (p.33). A teacher is crucial in shaping the learning process by directing learners to perform tasks while assisting in the process. For proper planning of the learning activities, teachers need to have adequate learners’ knowledge and characteristics to cater to their different learning abilities (Dalton, McKenzie and Kahonde, 2012). Hodkinson (2019) noted that all schools should consider inclusive education. The philosophy behind inclusive education lies in the assumption that notwithstanding geographical location, all people in the world should have access to high-quality education. I find the practice more relevant in my context since I have experience of attending to learners with various special educational needs.
Teachers should encourage collaboration and cooperation among learners. Johnson and Johnson (1990) pointed out that “cooperation is working together to accomplish shared goals and cooperative learning is the instructional use of small groups so that learners work together to maximize their own and one another’s learning” (p.69). Learners can develop a great understanding of many topics when provided with a platform for cooperative learning. Johnson and Johnson (2015) hold that collaboration improves attainment among learners compared with their counterparts working alone. Though a good idea, teachers should be informed of challenges associated with cooperative learning. Baloche and Brody (2017) that there is a danger of learners rating themselves and others based on what they considered valuable. A teacher needs to closely monitor the goings-on in cooperative learning to provide direction in which learners are faced with dilemmas arising from their discussions.
Conclusion
The paper has attempted to respond to Kelchterman’s quote by examining in-depth my views of learning and teaching. My theory of learning and practice is influenced mainly by behaviourism and cognitivists. Scaffolding and cooperative learning perspectives have been considered. Whatever learning theory is adopted, teachers should ensure that various individual needs of learners are addressed.