Personal Theory of Learning

Anna V. Ralph

CEP 800: Learning in School and Other Settings

Michigan State University

Spring 2021
Introduction

The process of learning is an individualized process, but is a complex and evolving

process for everyone. Learning is expanding on prior knowledge through new experiences,

different environments, and the observations and interactions of and with others. When learning

takes place through the expansion or accommodation of new information, it can alter habits or

evolve preconceived schemas. When knowledge is accommodated, pre-existing schemas,

“cognitive frameworks that help organize and interpret information,” may be altered or formed to

incorporate new understandings (Cherry, 2019). Learning is also gaining new knowledge, which

requires the learner to assimilate, or incorporate new information within a pre-existing schema

(Cherry, 2019). Nonetheless, learning is complex and is shaped by a multitude of factors, such as

conditioning, observing others, interactions with the environment, and transferring knowledge.

Learning in School

When students learn through desired outcomes or positive reinforcement they learn new

behaviors much quicker than those who do not, as they are seeing direct consequences of their

actions. Describing Edward Thorndike’s law of effect, Cherry (2019) explains that “actions that

are followed by desirable outcomes are more likely to be repeated while those followed by

undesirable outcomes are less likely to be repeated.” In the classroom, students must learn the ins

and outs of how to act as a contributing member. Once students are exposed to desired behaviors,

specifically behaving in order to elicit reinforcement, they will quickly learn the expectations,

thus continue behaving in this way. Additionally, once students learn these desired behaviors

they may acquire habits that shape how they carry themselves in the classroom. Duhigg (2012),

an author who follows many behaviorist ideas and theories, alludes to the idea that habits are
behaviors and actions set in motion by a cue and reinforced with a reward. For students in

classrooms, this may ensue, for instance, by learning through desired outcomes that raising their

hand rather than blurting out will get their teacher to call on them. This may lead students to

acquire the habit of raising their hand in class. “When a habit emerges, the brain fully stops

participating in decision making” (Duhigg, p. 17), which makes learning a far more seamless

process.

Observations in and out of the Classroom

Bandura’s social learning theory pushes past the ideas of behaviorism by suggesting that

learning does not happen solely through conditioning; rather, it can occur through observations.

Bandura stresses that what we learn can be strongly influenced by what others do and

“observation can play a critical role in determining how and what children learn,” (Cherry,

2019). A large portion of students’ learning through observation begins in the classroom, as they

spend much of their adolescent years surrounded by peers and educators working alongside

them. Consequently, much of what students learn can be observed within the classroom, or

through a school setting. Each individual brings their own inherited knowledge and behaviors

into the classroom, which can then transfer to other learners. Bandura (1977) explains that

“learning would be exceedingly laborious… if people had to rely solely on the effects of their

own actions to inform them what to do.” If students only had their own experiences to rely on,

learning would not happen nearly as frequently, nor would it be as enjoyable. Instead, learning

happens naturally through observation and can be done anywhere and anytime.

Additionally, learning through interactions happens within the classroom and the outside

world. Within the classroom, students are interacting with peers and teachers frequently, and

outside of the classroom students interact with family and friends. These interactions can lead to
learning more through the guidance of others. Vygotsky views this concept of stretching the

limits of a student's current capabilities as the zone of proximal development (Cherry, 2019). The

zone is the area in which a learner is not yet able to perform a task independently, but can

advance their learning by observing a more knowledgeable peer. Once a learner is immersed in

these interactions, a gradual release of scaffolding can be released, as the learner can perform the

task independently. The learning process can profoundly change and progress through the use of

scaffolded interactions.

Extension of Knowledge & Hindrances of it in the Classroom

Successful learning begins with the ability to transfer knowledge within situated contexts,

as well as becoming an expert and understanding a concept or behavior enough to teach others.

Bransford, Brown, and Cocking (2000) state that, “Research on expertise suggests the

importance of providing students with learning experiences that specifically enhance their

abilities to recognize meaningful patterns of information” (p. 37). The goal for students is the

ability to construct knowledge, followed by the ability then to transfer that knowledge to

contexts outside of the classroom. Unfortunately, there are “many approaches to curriculum

design [that] make it difficult for students to organize knowledge meaningfully,” (Bransford et

al., 2000, p. 42). Classroom curriculum often hinders students’ learning by using a mile-wide,

inch-deep approach, which ultimately obstructs students' abilities to become experts who have

the abilities to think critically about specific problems in particular areas of learning (Bransford

et al. 2000, p. 31), as they are unable to chunk or transfer new knowledge. With limited capacity

for how much information can be stored short-term, it is critical for learners to chunk, or

organize, information into familiar patterns to help with quicker retrieval of information. In
providing opportunities for students to create these chunks of information, it is crucial for

instruction to be presented in such a way that enables this type of learning.

In regard to transferring knowledge from the classroom to the outside world, there is

often a gap that hinders this from happening. Resnick (1987), explains that school focuses on

individual learning, whereas the outside world is often centered around social and situative

learning opportunities. This further pushes the idea that for learning to be effective in the

classroom, and for expertise to flourish, it is crucial for content instruction to provide relatable,

extensive, and authentic learning opportunities.

Fortunately, not all learning experiences end this way and there are successful learning

opportunities. Situative learning experiences allow students to extend their knowledge and

transfer their learning to contexts outside of the classroom. This occurs when students are

exposed to authentic learning activities when learning a subject, rather than solely learning the

information and not transferring their new knowledge to contextualized opportunities, (Brown,

Collins, and Duguid, 1989). Learning truly becomes successful when students are exposed to

these opportunities, thus allowing them to become experts over time.

Conclusion

Each of the theories mentioned above are an integral part in the learning process. Without

the ability to expand prior knowledge, interact with or observe peers, or be immersed in

authentic learning, learning would be a far less seamless and enjoyable experience. Although

learning looks much different for each individual, it is much the same in that learners everywhere

are constantly adapting to new experiences and expanding their prior knowledge.
 References

Bandura, A. (1977). Social Learning Theory. N.p.: Prentice Hall.

Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn: Brain, mind,
experience, and school. Washington, DC: National Academy Press.

Brown, J., Collins, A., & Duguid, P. (1989). Situated Cognition and the Culture of
Learning. Educational Researcher, 18(1), 32-42. doi:10.2307/1176008

Cherry, K. (2019, December 1). In How Social Learning Theory Works. Retrieved from
www.verywellmind.com/social-learning-theory-2795074

Cherry, K. (2019, September 23). The Role of a Schema in Psychology. In Verywell

Mind. Retrieved from https://www.verywellmind.com/what-is-a-schema-27958732

Cherry, K. (2019, November 26). In Sociocultural Theory of Cognitive Development.

Retrieved from https://www.verywellmind.com/what-is-sociocultural-theory-2795088

Duhigg, C. (2012). The power of habit: Why we do what we do in life and business.
Random House.

Resnick, L. B. (1987). The 1987 Presidential Address: Learning in School and Out.
Educational Researcher, 16(9), 13-20.