Posted: June 12th, 2022

Customized Learning Theory

Customized Learning Theory
Introduction
A customized learning theory intends to create an optimum environment for learners to meet their academic goals. The approach involves intense research to implement the best strategies they feel will work for the learners with diverse needs. Teachers need to possess various skills such as quality character, engage the students with various learning needs, and build self-efficacy. Learners with various needs require appropriate interventions to promote better academic outcomes. The learning environment plays a role in academic achievement. Technology and direct instruction are healthy methods of boosting concentration and promoting higher motivation among learners. The teacher can apply Vygotsky’s theory to enhance reciprocal learning and encourage the learner to practice different skills including summarizing, questioning, clarifying, and predicting. The purpose of the essay is to evaluate customized learning theory using the case study of Keven, a grade 6 student with declining performance in studies.
1) Description of an effective teacher for Keven, including
Different learning theories and child development theories demonstrate the value of incorporating various elements in the learning process (Shelle et al., 2018). The teacher needs to possess various skills such as quality character, engage the students with various learning needs, and build self-efficacy. A teacher who will possess various skills has a higher chance of succeeding in the learning environment and impacting students positively. The teacher should employ diverse strategies to enhance the learning process. For instance, using technology and games will facilitate learning. The teacher needs to be creative in addressing the challenges inherent in the learning process. The teacher should demonstrate resilience and commitment in the process of acquiring knowledge. The process of acquiring knowledge requires patience. For instance, in the case of Keven, the demotivation may be stemming from the absence of the mother. Therefore, the teacher needs to use diverse strategies to remain effective in the delivery of knowledge and overcome diverse barriers.
a. Character development
The character development of children starts at home and extends to their school environment (Marsick & Watkins, 2018). Keven needs some of the school programs that focus on character development. Some of the programs include social-emotional learning and social-emotional character development. The teacher should use these lessons to enhance the character and skill of the child to help them deal with difficult moments. For example, the child could be experiencing poor emotional regulation since his mother is deployed overseas. The experience of missing the mother is damaging to the life and emotions of the child which can affect academic performance. A teacher needs to use social programs to build character of Keven.
The teacher needs to utilize the knowledge of Erikson’s stages of psychosocial development (Orenstein & Lewis, 2021). Keven could be experiencing inadequacy and inferiority due to the experiences at home. The absence of the mother could be resulting in poor self-image and low self-esteem. The effect could be contributing to poor performance in math subjects. The teacher needs to use social-emotional learning and social-emotional character development to enhance the performance of the student in the class. Evidence suggests that implementing social-emotional learning and social-emotional character development has a positive impact on the social and academic performance of a child (Orenstein & Lewis, 2021). Children who undergo the programs have positive self-esteem and good decision-making abilities.
b. Engaging with students who have diverse learning needs
Students with various learning needs require appropriate interventions to promote better learning outcomes. For instance, the teacher can use structured group sessions, discussion groups, and learning outside the class environment. Making the learning process fun will enhance the skills of the learner and promote better memory (Mukhalalati & Taylor, 2019). The teacher can use individualized education programs to meet the needs of the student. For instance, the individualized plan will incorporate the father to ensure they understand what is taking place in the classroom. The involvement of the father can promote better outcomes. The plan will enhance the support provided to the student to help them achieve their academic goals such as improving performance in math.
c. Building self-efficacy
Building self-efficacy is an essential step in enhancing the performance of the learner (Mukhalalati & Taylor, 2019). The student demonstrates low self-efficacy due to their poor performance in math. For instance, the teacher indicates the student does not concentrate in class and fails to complete tasks. Developing self-efficacy will promote participation in classroom activities and enhance performance (Burnette et al., 2020). One of the learning theorists, Bandura, explained the importance of cooperative learning. The teacher can use cooperative learning to eliminate distractions that affect the learning process. Promoting positive interaction will enhance self-efficacy (Mukhalalati & Taylor, 2019). According to Bandura’s theory in the learning environment, positive cooperation with other learners will boost attention and enhance academic achievement (Bourne et al., 2021). A higher academic achievement will prepare Keven to pass the upcoming exam.
d. Developing relationships
A popular TED talk show indicated that children will not learn from someone they do not like (Bourne et al., 2021). A teacher must be intentional in their words and actions to enhance quality relationships with learners. For instance, the behavior in the class suggests a poor relationship between Keven and Ms. Thomas. The case study shows that Keven is unmotivated, off-task, and careless. Nurturing a healthy relationship between a child and a teacher is paramount for academic achievement (Burnette et al., 2020). Students have a desire to find a friend they can open up to and share their emotions with. It is evident that Keven does not have a good relationship at home since the mother has been away. The learner needs to find Ms. Thomas embracing Keven with a motherly love. An article on Differentiating teachers’ social goals: implications for teacher-student relationships and perceived classroom management stresses the importance of engaging students positively and building healthy relationships (Burnette et al., 2020). Teachers should not only focus on academic achievement but the social relationships with the children.
2) Description of an effective learning environment for Keven, including
The learning environment plays a role in academic achievement (Kokoç & Altun, 2021). One of the best theories that should be incorporated into the learning environment is Albert Bandura’s theory. The theory has various components including attentiveness, retention, motivation, and reproduction (Burnette et al., 2020). The theory is effective in cultivating the expected outcomes in the learning environment. Without a quality learning environment, appropriate learning cannot take place (Bourne et al., 2021). The teacher needs to model appropriate behavior to ensure the learners are embracing positive behavior. The teacher should be ready to praise the learners to ensure they are feeling motivated to embrace positive behavior. An effective learning environment involves positive relationships with the children and demonstrating quality behavior they can emulate (Burnette et al., 2020).
Another method of providing customized learning to the student is using small groups (Bourne et al., 2021). The use of small groups is healthy to meet the needs of the learners. For instance, small groups allow the students to discuss, ask questions, and enhance their understanding. Small groups can limit the risk of distraction and demotivation. It can encourage Keven to answer questions and participate in group activities. According to Vygotsky’s theory, it is healthy for teachers to encourage students to work in small groups (Pathan et al., 2018). According to Vygotsky’s theory, working in small groups promotes cooperation and understanding (Pathan et al., 2018). The teacher can apply Vygotsky’s theory to enhance reciprocal learning and encourage the learner to practice different skills including summarizing, questioning, clarifying, and predicting (Pathan et al., 2018). The method of learning promotes quality conversations and promotes a sense of self-confidence in the learner.
a. Direct instruction
Developing a healthy and nurturing environment for learning involves evaluating the learners and customizing the teaching to their needs. One of the methods of learning is direct instruction (Nuraeni & Aisyah, 2022). Ms. Thomas can use direct instruction to deliver appropriate understanding. For instance, blend direct instruction with asking questions to gauge the understanding of the learner. The case study shows that the learner is demotivated and off task when the teacher is providing instruction to the rest of the students. Taking a separate moment with the learner is healthy and helpful.
b. Technology
The learning environment should address the needs of the learner. The case study shows the student is always feeling distracted from the task. One of the efforts is to utilize technology in the learning environment to address distractions (Kokoç & Altun, 2021). For instance, there is a website called Prodigy which allows learners to complete math tests and play games. The site encourages learners to complete a set of tests and then get a break to play a game. The approach is healthy in boosting concentration and promoting higher motivation among the learners (Kokoç & Altun, 2021). Increasing the student’s motivation will enhance attention and memory. The student can complete diverse tests that can promote preparedness for the main exam.
c. Motivation
The case study shows that Keven is lacking motivation, discipline, and self-efficacy. The information shows they are performing well in other areas such as karate. If the student was to bring the level of interest and motivation in karate to math, they would perform extraordinarily. One of the ways of enhancing the motivation of the learners is through rewards (Saracho, 2019). According to Hull’s drive reduction theory, the learning process reduces motivation and thus motivation is essential (Saracho, 2019). Motivation involves connecting the human needs and the need to connect with others or achieve something. For instance, Ms. Thomas can encourage Keven to improve her marks in maths and get a reward such as a toy. It is essential to involve the parent in the rewarding process to ensure the learner will look forward to better performance. For instance, the father can keep a reward for the boy to ensure they receive motivation both in school and at home.
Hull’s drive reduction theory indicates that the learning process requires motivation (Saracho, 2019). The father should not assume that the boy has been performing poorly in math. It is vital to encourage them to achieve better grades. In the conversation with the father, the participation of the mother is essential. For instance, the mother can be encouraged to talk to the child at least once a week and keep in touch with his studies. The teacher should communicate with the father to identify what he loves most. For instance, using ABCya can enhance motivation since it comprises diverse games that the student can use to enhance learning (Derya, 2020).
d. Behavior management
Teachers struggle to establish positive behavior among learners to promote quality outcomes. The case study of Kevin shows that he is lacking confidence and consistency in math. During class, he is demotivated and distracted. Behavior management involves understanding the cause of poor behavior to cultivate positive behavior (Saracho, 2019). For instance, the student may be distracted due to stress at home. It is vital to use diverse measures to encourage positive behavior. According to Albert Bandura’s observational theory, people learn behavior from the environment (Bandura & Hall, 2021). Observing other people will encourage positive or negative behavior. Students acquire new behavior by imitating others. To foster quality behavior, it is essential to use small groups with an intention of modeling quality behavior (Bandura & Hall, 2021). The teacher should intentionally group Keven with other motivated students to trigger positive behavior.
Another approach to modeling positive behavior is creating a structured method of learning. Ms. Thomas should use diverse teaching methods to encourage the learners and prevent boredom. The approach is critical in enhancing the attention of the learner (Kokoç & Altun, 2021). For instance, using games and fun activities can promote learning. The learning process should focus on the needs of the student. A blend of audio-visual systems will be critical in enhancing the performance of the learner and the ability to acquire knowledge (Kokoç & Altun, 2021). The approach will encourage positive behavior by eliminating the risk of distraction.
Rewards and incentives in class can model quality behavior in a student (Saracho, 2019). Ms. Thomas should utilize different incentives to allow the learners to focus on the goal of completing diverse math tests. For instance, the model of Prodigy can be used to enhance quality behavior. Prodigy allows students to complete a set of tasks and take a break by playing a game (Derya, 2020). The approach can help the student to develop positive behavior. For instance, the teacher can teach for some minutes and set targets for the learners. Once the students complete a set of tasks, they can go out for another activity or watch a video related to the class activity. During modeling positive behavior, the teacher can utilize Piaget’s developmental theory of learning which demonstrates that children move through different stages of learning (Babakr et al., 209). Understanding the learning process as a series of stages will ensure Ms. Thomas is positive and patient with Keven during the stages of acquiring knowledge.
3) Biblical basis for your learning theory, including
The biblical basis of learning is applicable in the case of Keven since he attends Sunday school. He has a close connection with biblical texts. For instance, the book of Proverbs can be an essential tool for student to improve their learning experience.
a. Specific scriptures referenced by chapter and verse
One of the best biblical references to the customized learning experience is Psalm 32:8. The scripture states that “I will instruct you and teach you in the way you should go; I will counsel you with my eye upon you” (Dirksen, 2020). The verse is an encouragement for the teacher to instruct the child despite the current barriers. Ms. Thomas can gain encouragement from the verse although she cannot see immediate results. However, maintaining patience and demonstrating professionalism in the process of learning is critical in molding the future of the child. Another scripture states in Proverbs 9:9 that “give instruction to a wise man and he will be still wiser, teach a righteous man and he will increase his learning” (Dirksen, 2020). The verse shows the positive impact of teaching children, such as making their life successful through learning. Teachers need to enjoy the teaching process since it impacts their lives. Ms. Thomas should tire in giving counsel and instruction to the learners since every strategy is making them wiser and better. In some instances, teachers may feel discouraged when they realize all their efforts are not matching with the grades. The verse is an encouragement that giving instruction will make the students wiser and enhance their learning process (Dirksen, 2020). The biblical references encourage teachers to give their best in transforming the lives of the students.
Conclusion
Customized learning theory is essential in promoting a healthy learning environment to meet the needs of the students. Albert Bandura’s theory states that without a quality learning environment, appropriate learning cannot take place. Quality learning environment according to theorists such as Bandura indicates that cooperative learning enhances academic achievement. Making the learning process fun will enhance the skills of the learner and promote better memory. The case study of Keven requires different interventions such as using small groups, employing technology, and using games to enhance learning and memory. The strategies should include involving the parent to facilitate continuous learning and encouragement at home. Technology and direct instruction reduce the risk of distractions. The strategies can help Keven improve performance and prepare adequately for the upcoming exam.

References
Babakr, Z., Mohamedamin, P., & Kakamad, K. (2019). Piaget’s cognitive developmental theory: Critical review. Education Quarterly Reviews, 2(3).
Bandura, A., & Hall, P. (2021). Albert bandura and social learning theory. Learning theories for early years practice, 78.
Bourne, M. J., Smeltzer, S. C., & Kelly, M. M. (2021). Clinical teacher self-efficacy: A concept analysis. Nurse Education in Practice, 52, 103029.
Burnette, J. L., Pollack, J. M., Forsyth, R. B., Hoyt, C. L., Babij, A. D., Thomas, F. N., & Coy, A. E. (2020). A growth mindset intervention: Enhancing students’ entrepreneurial self-efficacy and career development. Entrepreneurship Theory and Practice, 44(5), 878-908.
Derya, C. A. N. (2020). Supporting learning trajectories for the development of number concept: Digital games. Journal of Theoretical Educational Science, 13(4), 663-684.
Dirksen, C. (2020). Community engagement for student faith development: Service-learning in the Pentecostal tradition. In Community Engagement in Christian Higher Education (pp. 92-107). Routledge.
Kokoç, M., & Altun, A. (2021). Effects of learner interaction with learning dashboards on academic performance in an e-learning environment. Behaviour & Information Technology, 40(2), 161-175.
Marsick, V. J., & Watkins, K. E. (2018). Introduction to the special issue: An update on informal and incidental learning theory. New directions for adult and continuing education, 2018(159), 9-19.
Mukhalalati, B. A., & Taylor, A. (2019). Adult learning theories in context: a quick guide for healthcare professional educators. Journal of medical education and curricular development, 6, 2382120519840332.
Nuraeni, N., & Aisyah, S. (2022). Contextualisation of Direct Instruction Method in Teaching Reading Comprehension Skills: The Literature Review. SELTICS, 5(1), 43-50.
Orenstein, G. A., & Lewis, L. (2021). Eriksons stages of psychosocial development. In StatPearls [Internet]. StatPearls Publishing.
Pathan, H., Memon, R. A., Memon, S., Khoso, A. R., & Bux, I. (2018). A critical review of Vygotsky’s socio-cultural theory in second language acquisition. International Journal of English Linguistics, 8(4), 232.
Saracho, O. N. (2019). Motivation theories, theorists, and theoretical conceptions. Contemporary perspectives on research in motivation in early childhood education, 21.
Shelle, G., Earnesty, D., Pilkenton, A., & Powell, E. (2018). Adaptive learning: an innovative method for online teaching and learning. The Journal of Extension, 56(5), 17.

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