Theories Of Learning In The Educational Process

As more theorists put their theories and hypotheses to the test in real-world settings, the study of human learning continues to grow and improve. Examining what learning is is crucial when considering learning theories. Learning is the process through which a person develops the information, attitudes, and abilities required to fulfill life’s demands, according to Woodworth (1945) [Internet Source 1]. Numerous elements, such as the student themselves, learning experiences, and material resources, may influence learning. Learning theories are explanations of the processes that occur during learning, and their two guiding principles are Hill (2002:190 quoted in Schunk 2012) are that they provide language, a conceptual framework for deciphering the instances of learning we encounter, and they point out potential areas for solutions. The three primary subfields of learning theories are behaviorist, cognitivist, and constructivist. The learning theories of Piaget, Maslow, and Gardner will all be analyzed, defined, and then contrasted. I’ll look at real-world instances of how each theory may be used in the classroom.

The Hierarchy of Needs was the first emphasis of Abraham Maslow’s thesis, which was initially presented in Maslow’s “A theory of human motivation.” According to this idea, “people fulfill a variety of personal needs in the setting of their employment,” and “people normally follow a pattern of needs recognition and satisfaction that generally follows the same sequence.” Gawel (1997). This phrase emphasizes that a person’s reaction is mostly determined by whatever demand is more pressing at the time. This is often referred to as “states of contentment.” By asserting that needs may be categorised as higher or lower, Maslow advanced this notion. According to Maslow’s theory, there are five categories of needs or objectives that are interconnected and structured in a hierarchy. Maslow (1943). These include physical, security, social, self-esteem, and societal requirements (Cherry 2014). The next greater demand will surface after the most desired objective has been achieved. These essential requirements must be met for individuals to reach their greatest potential. Teachers may use Maslow’s Hierarchy of Wants as a framework to help them remember that if a student’s fundamental needs are not addressed, they are less likely to perform to their full potential [Internet Source 2]. By meeting each student where they are in the hierarchy of needs, a teacher may ensure that their students in the classroom will achieve their maximum potential.

As a teacher, it’s crucial to identify the students whose physiological needs—such as those for food, drink, and sleep—are not being addressed. A student’s ability to realize their full potential depends on the instructor realizing when they are at the self-actualization stage. There are several practical methods to use Maslow’s theory in a classroom. The availability of water and healthy snacks, such as meals with slow-burning complex carbohydrates to keep the students energized throughout the day, are two examples of how to fulfill a student’s physiological demands in the classroom. Allowing pupils to take brief naps is also a good idea since it’s been shown that sleep-deprived children learn less. to provide a friendly learning environment in the classroom in order to satisfy the demands for safety and security. There should be a structure in place to combat bullying, and bad behavior should have repercussions. The demand for a student to feel accepted and included constitutes their social need. This will be reinforced by actively getting to know the students and choosing suitable seats and groupings. It is possible to enhance a student’s self-esteem by “offering positive, specific, and open feedback.” Positive peer evaluation might be used [Internet Source 3] to reassure pupils of their abilities and accomplishment. Through the self-actualization stage, which is the “growing needs” stage of development that results from a desire to develop as a person, these practical measures should assist students in realizing their full potential (2014).

The next idea is that of many intelligences, which was initially presented by Howard Gardner in his 1983 book “Frame of Mind.” Perhaps a better way to explain the MI theory is as an educational philosophy or learning mindset (Armstrong, 1994). According to Gardner, each person has a particular combination of nine different types of intelligence (Appendix 1). These intelligences were created as a result of Gardner’s early psychological research as well as subsequent work on human cognition and potential. This theory’s notable aspect was that it suggested nine alternative learning routes. According to Gardner, the first conception of intelligence based on I.Q. was constrained, which aided in the emergence of various intelligences. According to Armstrong, these intelligences were supposed to take into consideration a “broader spectrum of human potential in both infants and adults” (2010). According to Gardner’s idea, rather than emphasizing the linguistic/logical/mathematical intelligences as our schools and society often do, equal amounts of attention should be given to each of the intelligences. To accommodate these various intelligences, a teacher should offer their teachings in a variety of ways in the classroom. This is only feasible with the right training.

There are several practical examples of how Gardner’s theory might be used in the classroom since it has been accepted by many educators as a way to comprehend and teach the various facets of human intelligence. There isn’t a “one path to an adoption of MI concepts in the classroom,” according to Gardner. Armstrong (2009) [quoted in Gardner 2009]. One method to use the MI theory in the classroom is to constantly switch your teaching style during a course from linguistic to musical to spatial, for example. Stanford (2003). (2003). To fulfill the needs of the many students, this creatively combines the various intelligences. The usage of rhythms or raps during the presentation of a student’s work might benefit a musically oriented pupil. Another example is using visual aids to communicate with those who are more spatially oriented. While a teacher might include investigations or puzzles into their classes to target a more rationally oriented student, a student with a verbal-linguistic intelligence would prefer the use of peer evaluation and to be permitted to give an oral presentation. Active learning strategies that let students touch various things and express their feelings via body language are other useful methods to put this idea into practice in the classroom. There will always be a moment throughout the day when a student’s most highly developed intellect is actively engaged in learning if teachers change the emphasis they place on intelligence from presentation to presentation, according to Stanford University (2003).

The last theory is one of the most well-known and important cognitive theorists, Jean Piaget’s, on cognitive development. According to Piaget, knowledge is constructed by humans based on four factors: experiences, emotions, biological development, and mental and emotional condition. Development, according to Piaget (1964), is a process that “concerns the sum of the structures of knowledge” and “explains learning.” First, there are the schemas, which Wadsworth (1996) claimed should “be thought of as ‘index cards’ stored in the brain, each one teaching a person how to respond to incoming stimuli or information,” which are the building blocks of knowledge. The concepts of assimilation and accommodation, which are adaption mechanisms that enable the change from one stage to the next, came next. The phases of cognitive development—sensorimotor, preoperational, concrete operational, and formal operational—that Piaget distinguished were the last element. Ojose (2008). The sensorimotor period, which lasts from infancy to age two, involves learning via touch and sensation. Children may think metaphorically between the ages of 2 and 7, which is the preoperational stage. According to Piaget, the concrete operational period, which lasts from years 7 to 11, is a turning point in development. This is where logical reasoning starts. At age 11, a person enters the formal operational stage, during which they learn to think in terms of abstract notions.

Many in the area of education have given Piaget’s theory more thought since it may be used in real-world classroom settings. According to Piaget’s philosophy, learning in the classroom should be dynamic and student-centered. To encourage collaboration and peer learning, learning should take place in groups, and activities should only be assigned to children when they are at an appropriate developmental level. It will help pupils’ cognitive growth to provide them fresh opportunity to explore things on their own. The utilization of various methods to convey ideas and feelings, such as having students write and perform their own plays about a particular subject, would serve as an example of how to ensure cognitive growth.

Each of the theories provides a variety of methods for the instructor to present their teachings. Maslow’s theory differs from the others in that it contends that a person’s full potential cannot be realized until a certain fundamental need is met. While Gardner speaks of the many modes of learning, Piaget and Maslow agree on the concept of a progression and stepping stone between needs and stages. According to Gardner, a person might have many intelligences active at once. In contrast to Maslow’s thesis, Piaget’s contends that biology is a major factor in children’s development. In contrast to other theories, it is also primarily concerned with the growth of children. Gardner’s bodily-kinaesthetic intelligence demonstrates a resemblance between Piaget and his theories. Active learning, which is what this intelligence stands for, is important, according to Piaget. Piaget stands apart from the competition since he exclusively emphasizes growth and makes no mention of learning.

To sum up, by comparing and contrasting the aforementioned ideas, we have been able to show their applicability to modern education, with each having something unique to contribute. Whether from the standpoint of multiple intelligences, the notion of cognitive growth, or the hierarchy of demands, their implementation in the classroom setting is crucial for a successful lesson. When put into practice, each theory will provide educators a benefit in terms of how to enhance student learning.