Customized Learning Theory Essay Example

theories or element of theories we have discussed applies to kindergärtners. Teachers can always Incorporate the theories 1 OFF development.

Cognitive development is at the center of every growing human.

His takes describe development from birth through adulthood. The one that would come into play here is operational which is 18-24 myths-age 7. Five-year olds or kindergärtners are now being introduced to computers. When I went to observe my son's kindergarten class his teacher would read them a story aloud and then they would have to take a test about the story on the computer. Some students could read the questions on their own but some could not.

They needed audio or they needed someone to read to them.

Teachers have to learn each student. They have to know how each student process and learn information. They have to know how each student remembers information and all of this relates to Piglet's learning.

This also relates to Piglet's learning. This also relates back to design and develop digital-age learning experiences and assessments which is number two under the NETS for teachers. Once they learn these aspects of the students than they can design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.

Cognitive information simply is processing information. So how are these kindergärtners going to intake all of this information all at once? How are they going to react to a new environment? Cognitive information means that you have to go through certain things and be present at certain events in order to get the knowledge and process the information.

Before kindergarten I am pretty sure that

the only environment these kids know is their home. A teacher would have to develop an instructional plan to make sure that they capture every little learning experience and also every behavior.

Shoot and Drills (1997) proposed a universal instructional theory, arguing that teachers and designers must consider these our components when they develop instruction: The learner The learning task (including desired learning outcomes) The learning environment (learning conditions and instructional methods) in which learning is to occur) The frame of reference (or the context (Downscale, 2005, p. 345) Burner's three modes of representation are inactive representation (action-based), iconic representation (image-based), and symbolic representation (language-based).

A simple instructional activity using all three of these modes of cognitive representation is teaching a kindergarten language comprehension.

Language comprehension has to come first before a child is able to read and understand text. For example, this would come into play when reading a book to a five year old. I would act out the characters and show them the pictures as I am reading. In would then have them to act out the story.

It would be like a role play.

I remember my son's teacher told me that she can tell that I act out the characters in the story when I read to my son because he showed that same kind of passion when he read in class. A child must be able to comprehend and understand a story. They began testing them y asking questions after they have read a story in Kindergarten.

My son's school has this program called accelerated reader and it starts in Kindergarten where the students have to take a test

on the story after they have read it. Being able to comprehend is an essential aspect of reading and language arts.

This helps them to a child's efforts they feel motivated and important. It makes them want to do the work. Most kindergärtners are used to taking naps at home and some may be a little whiny because they are used to being up under their parents. This goes back to curiosity and interests.

In order to get and keep a five-year olds attention you have to keep them excited and very interested. This is a prime example of where the ARCS model comes into play as well. Attention is getting and holding the learners attention. Relevance is when the learning has to show a kind of usefulness.

Confidence is to expect success and control the learning process and Satisfaction is rewards and feedback.

Students of different ages and backgrounds have different learning styles. Having different learning styles are a substantive manner in which the K-12 educational setting can be deficient in active, cooperative, and intentional earning. Some students may need to learn with audio. Some students may be visual learners and some students may be kinesthesia or hands on learners.

Different learning styles can be deficient because some teachers may not know how to evaluate them.

What if there are children that have not developed the skills and knowledge they need to learn about the world around them? How will the teacher keep the learners actively engaged? The active characteristic needs active learners. This links to being cooperative. My Goddaughter brought home a 50 on her science test. When we asked her what happened

she said she did not understand. Although her teacher wants all of them to work independently, I told her if she does not understand then she needs to ask questions.

"Collaboration most often requires conversation among participants" (Holland, Janssen, & Marry 2012).

If she asks questions then she and the teacher can collaborate. Intentional includes being goal- oriented. Some teachers may have to take some twists and turns to get to their end of the year goal.

Most teachers have a goal to have their students on a certain level by the end of the year. Having students with different learning styles can affect this goal. You can always come up with strategies to increase a student's confidence and motivation. "There is no question but that our interaction and our participation in this particular community of practice changed both of us in many ways" (Drills, 2005).

You can always come up with activities to keep them busy.

Situated cognition theory also comes into play when teaching kindergärtners. For example, when a child enters school for the first time they are confused and scared. Once they get to know their teachers and classmates they open up. There are not at home anymore and this is a new environment with new rules. Once they get use to the environment then they are able to learn and apply what they need in order to go up too higher level.

Of course they will need a little assistance. This relates to Viscosity "zone of proximal development. This is the range of abilities that a person can perform with assistance, but cannot yet perform by themselves. Every process starts with

the brain.

Learning and memory must work together. Biological theorists also contributes to learning process for kindergartens. Their theory believes that genetic and physiological changes such as nature and memory contribute to evildoing structures of the body such as the brain or motor capabilities. Development does influence learning. Development is constantly occurring. It has direct effects on learning and education.

The more they develop and learn the more subject/theory was the very last one which is constructivism. Constructivism can relate very closely to teaching kindergärtners. Unlike objectivism approach that focuses on what the learner must know, the constructivist approach emphasizes learning in context. Our prior experience, knowledge, and expectations are key to learning. For example, when my son was in kindergarten they had different areas where they could choose to play. They had the reading area, the writing area, and the computer area.

They could actually choose what they wanted to do.

The teacher let them explore learning by letting them choose and then she would interact with them. Constructivist believe in shifting the focus from the teachers to the students. 3. Create a hybrid learning theory from the theories or elements of theories you have identified.

My hybrid learning theory from the theories that I identified will come from introducing technology to the students. Learning technologies can be any environment or definable set of activities that engage learners in active, constructive, intentional, authentic, and cooperative learning" (Holland, Janssen, & Marry, 2012).

Students have greater fluency with technology and media. "Even before today's children enter school, many have experience with television as a learning tool" (Smallish, Loather, & Russell, 2012).

One of the things that

I would like to do is let the kindergärtners have more access to computers. I volunteered at my son's school at the end of last year for pictures with Santa. Almost all of the students, even he k students were asking for an pad. They already know how to use these technologies from using them at home. Most of them grab the older siblings or parent's smartness or tablets and they know how to work them.

According to Becker: The introduction of modern computer technologies in classrooms has followed the same pattern of use.

Before the advent of microcomputers in the 1980, mainframe computers were used to deliver drill and practice and simple tutorials for teaching students lessons. When microcomputers began populating classrooms, the natural inclination was to use them in the same way. A 1983 national survey of computer used showed that drill and practice was the most common use of microcomputers (Becker, 1985). This goes back to Piglet's teaching strategies.

The children many have little or no experience but what they do know they will apply. His theory states that all stages depend on accumulation of knowledge. A teacher can always set up a computer area and sit down with the student to see what the student knows. Collaboration and discussions are both strategies to activate prior knowledge.

Collaboration comes back into play with the communication between the students, teachers, and the parents. Once you sit down with them at the computer then they are able to show you what they know. Collaboration is important in all relationships especially a student-teacher relationship.

If a student has some kind of concern then they should

be able to to activate prior knowledge is connecting learning to drawing and painting. I can have show and tell day.

For example, I would make my students bring in their favorite toy and let them talk about it in front of the class. This is a great way the students will be able to use their background knowledge and tell about the toy. "Depending on the tuition, teachers may want to provide a forum for general discussion that is not related to the specific topics in designated forums.

This allows students the opportunity to discuss things that are interesting to them yet keeps the dialogue focused on the topic's purpose in other forums" (Howard et al. , 2012). I think that an environment has a lot of influence on a person's life.

Some of us are exposed to a certain environment at an early age. Introducing the kids to computers will also include the theory of constructivism. This will get the students actively involved. The activities are more interactive and dent centered.

This makes the student feel more empowered.

Three activities that map to the learning objectives would be applying the use of computers to different subjects such as mathematics, reading, and science, use computer skills and tools to complete drill and practice activities, and communicate with the teacher and other peers about the subject that the student is learning. "The absolute amount of knowledge in the world has been growing at an increasing rate" (Carpenter & Sanders, 2009). Sometimes in order to be successful you have to give the student as much control over their learning as possible.

Explain why the hybrid theory

you have created is better (for the environment you identified in step 1) than any of the "stock theories we have examined.. In a magazine article about starting children early on computers an elementary teacher Mrs..

Laurelling says, "We want to change thinking that computers and programs are Just things as they are. There is an opportunity to create something, and be a smart user of technology," she says. Laurelling started the project not long after completing three years of maternity leave, and has a son in kindergarten. "He is four years old, and I am thinking of ways o start [him] programming," she says. Olson, 2012).

Almost every Job has a use for computers. It does not Just apply to computer programmers anymore. I think that my hybrid theory of introducing technology and computers to the students is better than any of the stock theories that we have examined because it opens them up to the real world. Everything is about technology these days. Computers are used in almost every profession.

All students in elementary school are taught the basic knowledge about computers. I would like to provide each student a laptop at least by the third grade for learning purposes. Technology is growing day by day.

Most of the growing technology revolves around a computer or some kind of computer software.

Some people may think that a challenge would be introducing computers/laptops to the children too early. I do not see that as a challenge because these children are becoming fascinated by technology at the age of two. Two of the NETS-S standards for using technology to guide learning using the laptops would

be communication and collaboration and research and information fluency on the student side and facilitate and inspire student learning and creativity and design and develop digital- GE learning experiences and assessments.

Some people think that their child's obsession with their technical gadgets is something to laugh about but it really is not. Experiences and interactions. By the age of three many children are active media users and can benefit from media with educational content.

My two year niece loves to play with my son's tablet. She is able to play games, she likes to hear things being repeated back to her, she loves the images, and she loves the sounds that gets and keep her attention.