Learning Theory
Learning
Learning has been defined in many different ways by many scholars in the field. Many do agree that learning can be defined as an enduring change in behavior or in the capacity to behave in a given fashion resulting from practice or other forms of experience. The goal of learning is to acquire knowledge, behaviors, skills, or strategies (Schunk p. 494).
Implications of Learning Theory for Practice
There are many learning theories that are practiced by teachers. Knowledge of these different theories is a must for any educator, especially the leader of educators. Every child (student) and adult (teacher) learns best in different ways, in ways that work best for them. Just one theory of learning is not enough satisfy the needs of the individual. Leaders must be well versed in many theories to be able to teach the teachers and for the leader to help the teachers to teach the students.
The leader must act as the mentor to the teacher. According to the Connecticut Standards for School Leaders, the leader must understand adult learning and motivation theory (the role of needs, aspirations, and goals in stimulating action) and the implication of this theory for promoting teacher refection and growth (p. 84). Connecticut also believes that the leader needs to be committed to the continuous development of individual teacher abilities. In this case, the leader must know learning theories to be able to effectively teach the teacher.
In addition to understanding the impact of learning theories on teaching, the leader must also know the impact these theories can play on student learning. Connecticut also believes that the leader must understand how learning occurs – how people process information, acquire skills, and develop thoughtful, inquiring minds – and the implications of the learning process for effective teaching (p. 84). The school leader must also understand the principles and techniques associated with various instructional strategies, as well as, understanding human growth and development and its implications for instruction.
The educational leader must also recognize the diversity of the learner, both students and teachers. Knowing a myriad of learning theories will be an asset to the leader as it pertains to students and faculty with diverse educational needs, be it special needs, socioeconomic, generational, or gender.
Conclusion
Knowledge of various learning theories is a must for the school leader. Not only must the leader understand the learning impact on the students, the leader must know the impact on the teachers. All people are different. They have different learning styles and methods. It is imperative that the leader understand that learners play a highly active role in developing their own knowledge, that there needs to be a motivation to learn, and that each learner has their own unique learning style. The leader must understand how learning occurs and the processes needed for effective teaching.
References
Connecticut State Department of Education (2009) Connecticut’s Common Core of Leading.
State Department of Education. http://www.sde.ct.gov/sde/lib/sde/pdf/leadership/common_core_leading.pdf
Schunk, D. H. (2012). Leaning theories: An educational perspective. 6th ed. Upper Saddle River, New Jersey: Prentice Hall.
Learning has been defined in many different ways by many scholars in the field. Many do agree that learning can be defined as an enduring change in behavior or in the capacity to behave in a given fashion resulting from practice or other forms of experience. The goal of learning is to acquire knowledge, behaviors, skills, or strategies (Schunk p. 494).
Implications of Learning Theory for Practice
There are many learning theories that are practiced by teachers. Knowledge of these different theories is a must for any educator, especially the leader of educators. Every child (student) and adult (teacher) learns best in different ways, in ways that work best for them. Just one theory of learning is not enough satisfy the needs of the individual. Leaders must be well versed in many theories to be able to teach the teachers and for the leader to help the teachers to teach the students.
The leader must act as the mentor to the teacher. According to the Connecticut Standards for School Leaders, the leader must understand adult learning and motivation theory (the role of needs, aspirations, and goals in stimulating action) and the implication of this theory for promoting teacher refection and growth (p. 84). Connecticut also believes that the leader needs to be committed to the continuous development of individual teacher abilities. In this case, the leader must know learning theories to be able to effectively teach the teacher.
In addition to understanding the impact of learning theories on teaching, the leader must also know the impact these theories can play on student learning. Connecticut also believes that the leader must understand how learning occurs – how people process information, acquire skills, and develop thoughtful, inquiring minds – and the implications of the learning process for effective teaching (p. 84). The school leader must also understand the principles and techniques associated with various instructional strategies, as well as, understanding human growth and development and its implications for instruction.
The educational leader must also recognize the diversity of the learner, both students and teachers. Knowing a myriad of learning theories will be an asset to the leader as it pertains to students and faculty with diverse educational needs, be it special needs, socioeconomic, generational, or gender.
Conclusion
Knowledge of various learning theories is a must for the school leader. Not only must the leader understand the learning impact on the students, the leader must know the impact on the teachers. All people are different. They have different learning styles and methods. It is imperative that the leader understand that learners play a highly active role in developing their own knowledge, that there needs to be a motivation to learn, and that each learner has their own unique learning style. The leader must understand how learning occurs and the processes needed for effective teaching.
References
Connecticut State Department of Education (2009) Connecticut’s Common Core of Leading.
State Department of Education. http://www.sde.ct.gov/sde/lib/sde/pdf/leadership/common_core_leading.pdf
Schunk, D. H. (2012). Leaning theories: An educational perspective. 6th ed. Upper Saddle River, New Jersey: Prentice Hall.