Learning is the acquisition of knowledge, skills, abilities, as well the acculturation of values, attitudes, and emotional reactions (mindset). Learning is determined from the following observations: completion of a new behavior/task, change in frequency/speed/intensity to said task, changing the complexity of a task, and responding differently to a particular stimulus. Moreover, learning can be inferred from certain situations like avoidance of risky or unpleasant behaviors.
Learning is impacted by prior knowledge (and misunderstandings), a learners’ belief system, and environmental barriers. Environmental barriers include economic, physical, political, linguistic, ethno-cultural, and social ones. For example, societal barriers include gender bias.
According to Pinker’s debate at the Harvard Mind, Brain, Behavior series, there’s a great deal of parental discrimination in raising and reporting on sons versus daughters’ individual differences in math and science. She suggested that this produces a pattern of discrimination in favor of sons. For example, parents of children in the 6th or 8th grade thought that their sons were better at math and science than parents of daughters of the same age. Subsequently, females may lose interest or be discouraged due to lack of encouragement. Of note, male and female students at that age both reported liking math. Fortunately, teachers of that same age group reported no gender biases.
My personal learning theory is a myriad of best practices supported by human learning theories of behaviorism, cognitivism, and constructivism. (I actually place constructivism within the cognitivist umbrella term.) I adhere for the need to show measurable outcomes which is rooted in behaviorism; an example would be the utilization of measurable objectives. Moreover, I acknowledge the use of positive reinforcement to enhance learning. As for cognitive theory, I adhere to cognitivists’ self-regulated learning. For example, I’m a constant learner who reflects on my own understanding of a topic or methodology and seeks ongoing education.
From constructivism, I utilize Vygotsky’s sociocultural learning theory to address misconceptions. For instance, I use a term called, ‘smart mistakes.’ These types of errors are often based on preconceived rules, such as the application of false cognates to a second language. In this situation, the learner is drawing from their first language, which is part of their sociocultural background.
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