Theory of learning

Learning is a Science!

When people think of learning, they often think of a process where a teacher deposits a wealth of knowledge to students. However, this is not the only method of learning available to us. You see, learning is a science that sparks wonder! With a wealth of information at our disposal, we are able to further self-discovery and creativity. Furthermore, we can use gathered evidence to organize knowledge, and construct our own way of thinking. Through observation, experimentation, and testing, we attain knowledge and understanding of the physical and social world!

What drives my theory of learning

Self-sufficiency and intrinsic motivation is at the core of my theory of learning. I believe in the idea that play-based learning, drives growth and self-motivation. I also believe that knowledge is best attained in collaborative social spaces where multiple perspectives are shared and where authentic experiences are enabled. This paves the path for real-world connections and leads to higher level knowledge that is beneficial to social groups. In addition, I believe that out of school learning is beneficial for it provides opportunities for hands-on activities and gives autonomy over one’s own learning experience. Furthermore, culturally relevant practice facilitates open dialogue and promotes safe spaces to better understand diverse cultures.

Ideas that make up my theory of learning:

1.) Constructionism

A significant concept behind constructionism is that there is no best way to learn. Instead, we are given the tools to be innovative, to play and to “learn by making” (Harel & Papert, 1991). Learning is self-directed and we draw our own conclusions through creative experimentation. We construct our own understanding of the world as we see fits and create our own artifacts!

2.) Social Learning

Through social spaces, we learn to repeat what we observe. Critical to information gathering is exposure to different stimuli. As seen in the Bandura Bobo Doll experiment, we often imitate what we see and interact with in the world. This is seen more clearly in children who reproduce their parents’ actions and movement patterns beginning at age 2 (Cherry, 2023). Children also develop knowledge of language that they are exposed to. This means that environmental influences are a critical factor in development and that parents play a role in modeling positive or negative behavior.

Video Example: Bandura Doll Experiment

3.) Situative Learning

Effective learning requires the use of authentic activities that allow learners to act as practitioners. Co-Operative placements and apprenticeships helps connect real world experience with deeper content understanding (Brown et. al, 1989). In addition, learning within communities strengthens cooperation, understanding and rapport building (Lave and Wenger, 1991). Through collaboration and mentorship, learners use experience and interaction to become subject matter experts in the field.

4.) Culturally relevant pedagogy

Considering the impact of culture is critical to learning accurate portraits of different groups. As proposed by Gloria Ladson-Billings, learning sees beyond test scores and promotes cultural competence as well as challenges learners to be critically conscious (Ladson-Billings, 1995). One way this is done is by actively questioning ‘why’ one is learning about a topic and ‘how’ the information is relevant to one’s own experience. Aligning experience with reflection and participating in group discussion promotes fluency and respect for other cultures.

5.) Out of school learning

To bring value to the learning experience, it is important to pay attention to the learning process rather than the learning outcome. As stated by Girish Gopalakrishnan, “Learning does not happen in a moment, nor does it happen in a mind in isolation“ (TedX Talks, 2017). Therefore, affinity spaces, promotes collaboration and creates a hub of knowledge for the community to use. When learners are given freedom to discover new ideas while out in the world, they become more self-sufficient and gain confidence in their ability to learn independently!

Reflection and Evaluation

Together, the theories of learning mentioned strengthens learners critical thinking skills and problem solving ability. Creative experimentation allows its audience to ‘create’ without a set of direct rules or limitations. Not to mention, the interplay of culture, language and social interaction helps develop human intelligence. Authentic learning takes place when learners are provided out of classroom activities that allow them to be situated in physical spaces where they can learn through experience.

Forms of Assessment

Learning is evident when individuals can confidently learn on their own, monitor their own progress, and evaluate their performance. Additionally, the ability to engage in reflection, and discuss/debate the topic with one’s community is proof of learning growth. Learning is successful when there is enhanced collaboration between groups, and the learner is self-motivated to immerse his or herself in the content material.

Conclusion

Learning is a continuous process that involves creativity, involvement, real-world experience, and cultural awareness. The process of discovery encourages us to be curious beings, and to fully apply ourselves into what we’re learning. Rather than to accept information as is, we build knowledge by observing and questioning what could be. We have the power to make our ideas come to life and share our knowledge and perspective with our community. Like scientists, we are encouraged to experiment, research, formulate conclusions, and revise data as needed.

References

Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning.

Educational Researcher, 18(1), 32-42.

Cherry, K. (2023, March 14). How observational learning affects behavior. Verywell mind.

https://www.verywellmind.com/what-is-observational-learning-2795402

Debate Films. (2011, May 17). The brain: A secret history - emotions; Bobo doll experiment

[Video]. YouTube. https://www.youtube.com/watch?v=zerCK0lRjp8

Harel, I. E., & Papert, S. E. (1991). Situating constructionism in I. E. Harel & S. E. Papert (Eds.),

Constructionism (pp. 1-11). Ablex Publishing.

Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American

Education Research Journal, 32, 465-491.

Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation.

Cambridge University Press.

TedX Talks. (2017, February 7). Informal learning: The future | Girish Gopalakrishnan |

TEDxNITTrichy [Video]. YouTube. https://www.youtube.com/watch?v=Hn-5OFcwpkM