There are many theories and theorists that assist teachers gain a better understanding of
their students. Teachers can reflect on different theories to enhance their teaching and dynamics
in the classroom. Jean Piaget and Lev Vygotsky are considered two of the most influential
developmental psychologists. Although both studied cognitive development, Piaget
concentrated in the social of learning while Vygotsky focused on the individual in learning.
“Vygotsky’s ideas to the understanding of the relation between the social world and cognitive
development. Particular attention is given to the significance of culture, the role of language,
and the student’s relationship with and development within this social world. In doing so, some
similarities and contrasts between other learning theorists, specifically Piaget.” (Zhou & Brown
2015) Piaget’s stages of cognitive development allow Teachers to create appropriate activities
and academic tasks according to the stages. When looking at Maslow “he argued that a
humanistic educational approach would develop people who are stronger, healthier, and would
take their own lives into their hands to a greater extent.” (Zhou & Brown 2015) Maslow is best
known for this theory of motivation that which believed that students are motivated by
physiological needs. For this paper, the Humanism theory will be examined as a methodology
for student achievement. The Humanism theory has a strong emphasis on the emotional
well-being of the students. It is a learner-centered design and one of the most often used
methods in elementary schools. “A learner centered school offers each child many opportunities
to learn. Rather than expect every student to conform to a norm, the school broadens to
encompass those students it finds dwelling within.” (Rallis 1995) There are four types of
learner-centered design. Child-centered design, the teacher follows the students' interests and
curiosities. Experience-centered focuses on how students learn from certain events.
Romantic-Radical design challenges preconceptions and promote diversity of thought. The
learner-centered design implements differentiated instruction, which allows students to actively
participate in how they are learning. “The teachers learn who their students are; they ask what
talents and life experiences each child brings and what each child needs. If a child does not
meet a standard the child is not dismissed as a failure; rather the teachers consider what can be
done to enable this child to learn.” (Rallis 1995) Teacher provide different activities that give
students opportunities to choose between activities, assignments, and learning experiences.
This design makes it a priority to focus on each student individually. The teacher’s role is of a
facilitator that guides the students to complete age appropriate activities while finding value in
the learning process. Some examples that exist within the learner-centered design include
student chosen projects, articles, field trips, presentations, project based assignments, and
reflections on learning, etc. These type of activities are interactive and created personalized
learning. The classroom environment is nurturing, comfortable, a climate of trust, stimulating,
and there is freedom of movement. In addition, there are various opportunities for assessment.
Assessment can be formative, learner initiated, experiential, and growth oriented. In order for
the learner-centered design to be effective the teacher must be able to develop differentiated
instruction, create or find material that are conducive to learning, and must be able to focus on
each student’s need individually. The teacher would have to be accountable to create a
balanced environment that focuses on student passion, interests, needs, and wants. The
teacher has to be responsible to create an environment with the freedom to learn while having
developmental outcomes. The teacher’s knowledge of resources must be extensive in order to
have meaningful learning. There must be evidence of appropriate resources and student
participation when selecting materials. There also must be evidence of progression of activities
that are coherent and allow for self-realization. There is a lot of pressure on teachers to focus on
test scores however if the teacher conveys genuine enthusiasm for the content material that
must be learned students will begin to commit to the content as well. “Learner centered schools
provide students opportunities not only to act, but also to know the meaning of their actions; not
only to think but to understand the impact of their thinking.” (Rallis 1995) The learner-centered
design focuses on the student as an individual, guided through meaningful instruction, and
emphasizing on development. Some of the advantages of the learner-centered design are that
students feel accountable for their education, it improves participation, enhances performance,
there is more personalized learning, there is more retention of the content material, and most
importantly it makes learning exciting. The learner-centered design follows certain principles:
human beings are born as learners, learning in a process, interacting with others of different
styles enhances learning, students’ self-esteem is enhanced when they are treated as an
individual. “Learner centered schools are places where the learning of each child is enhanced
because the teacher recognizes the value of children, diversity, and learning. They believe that
learning is a natural, diversity is a resource, and each child can contribute to an emerging
society.”(Rallis 1995) In this educational environment students feel comfortable to be guided by
their curiosities. Each student is learning in their own unique manner and making sense of the
world around them. The learner-centered design promotes an educational system that allows
each individual students to reach their fullest potential and succeed academically.
References.
Brown, J. L.(2017). "Brown's Useful Guide: Where Theory Becomes Applicable to Classroom Practice." Textbooks. 2.https://csuepress.columbusstate.edu/textbooks/2
Meyer, J. R., Burnham, B., & Cholvat, J. (1975). Values education : theory, practice, problems, prospects. Wilfrid Laurier University Press.
Rallis, S. F. (1995). Creating learner centered schools: dreams and practices. Theory into Practice, 34(4), 224–29.
Zhou M., and Brown D. (2015). Educational Learning Theories: 2nd Edition. GALILEO, University System of Georgia.
