Discuss two learning theories and their necessities to secondary

school teacher.

By LISTON JAMES BAZWELL

EDF5053

This essay submitted to:

Rev. Maigwa

Faculty of Education

University Certificate of Education (UCE).

Malawi Assemblies of God University (MAGU)

04 February 2024 Blantyre

Learning is a lifelong process of transforming information and experience into knowledge, skills, and
behavior (Seifert & Sutton 2010). A number of theories were developed explaining the process of
learning. Payne (2014) defines theory as a generalized set of ideas that describes and explains our
knowledge of the world around us in an organized way. Theories form the supportive structure,
providing a sense of intellectual and emotional security to the professional practitioner. Besides that,
they also give a direction and ability to predict outcomes of an action (Mathew 1992). By knowing
the theories well and understanding individuals adequately, it is possible to use theories appropriately
and effectively. Therefore, it is the purpose of this essay to discuss some of the learning theories and
its necessities to a secondary school teacher; these are, behaviorism learning theory and
constructivism theory.
To begin with, Constructivism is the study of a learner's own construction of knowledge
(Stavredes 2011). This knowledge is constructed through one's own personal experiences and
interactions with the outside world. The learner takes in new information and gives meaning to it
using his or her own prior attitudes, beliefs, and experiences as references. Constructivists see learners
as being active rather than passive. Knowledge is not received from the outside or from someone else;
rather, it is the individual learner's interpretation and processing of what is received through the senses
that creates knowledge. The learner is the center of the learning, with the instructor playing an
advising and facilitating role. Learners should be allowed to construct knowledge rather than being
given knowledge through instruction (Duffy & Cunningham, 1996).
However, Vygotsky (1970), introduced social constructivism, in which social interaction
with others helps the learner put meaning to information. Vygotsky noted a Zone of Proximal
development in which learners can develop a certain level of meaning on their own but can grow
even greater after interacting with classmates and instructors.
In 1985, Jean Piaget introduced cognitive constructivism, in which knowledge is constructed
by either assimilation or accommodation. In assimilation, incoming information is associated with a
schema, and in accommodation, incoming information does not match a schema. Thus, the schema
must be changed to accommodate this conflict (Stavredes, 2011).
The constructivism theory, is necessary approach to secondary teacher in the sense that,
learners construct knowledge and meaning as they can relate the information to their own
experiences, beliefs, and attitudes. For example, in a class room a teacher can give learners words to
construct sentences so leaners may construct sentences based on their experience, belief, and attitude.
 The theory is also necessity in the sense that constructivist activities are generally relevant to
the learner and real-world based. For example, in Blantyre, Joshua John created a rechargeable power
bank as a substitute for hydroelectric power during power cut. (Umatha Daily). This happen because
his teacher gave him ample time to do things on his own time.
The last theory is behaviourism. According to this learning theory propounded by the
behaviorists, learning is a mechanical process of associating the stimulus with response, which
produces a new behavior. Skinner termed it ‘Operant conditioning’ which focuses on how the
consequences of a behavior affect the behavior over time (Seifert & Sutton 2010). It begins with the
idea that certain consequences tend to make certain behaviors happen more frequently. For instance,
if a teacher compliments a student for a good comment made during discussion, there is more of a
chance that the teacher will hear further comments from the student in the future (and hopefully they
too will be good ones!). If a student tells a joke to classmates and they laugh at it, then the student is
likely to tell more jokes in the future and so on. Such behavior is strengthened by the reinforcement
(good comment & laugh). Main proponents of this theory were J.B. Watson and I. Pavlov.
Behaviorists view the learner as a passive person who responds to the stimuli. According to them the
learner starts as a blank slate and the behavior is shaped by reinforcement. Positive as well as negative
reinforcement increase the probability of the repetition of behavior. Whereas, punishment decreases
the chance of repetition of the behavior. Learning is therefore defined as a change in the behavior of
the learner.

Just like constructivism theory, behaviourism is also necessary to secondary teacher.

The first necessity is that, it helps in bringing about behavior modification with the help of
reinforcement, punishment and extinction. For instance, when a teacher rewards a learner for
behaving well that leaner will keep on behaving well so that he/she shall be rewarded again and also
others may emulate the same behaviors. Behaviorism, put much emphasis on measurable outcomes,
allowing teachers to assess students progress and trailer instruction accordingly. By focusing on
observable behaviors, behaviorism provides a practical frame work for infective teaching and
learning.
In a nutshell, Behaviorist models of learning may be helpful in understanding and influencing
what students do, but teachers usually also want to know what students are thinking, and how to
enrich what students are thinking. For this goal of teaching, some of the best help comes from
constructivism, which is a perspective on learning focused on how students actively create (or
“construct”) knowledge out of experiences. Constructivist models of learning differ about how much
a learner constructs knowledge independently, compared to how much he or she takes cues from
people who may be more of an expert and who help the learner's efforts.
Bibliography

Fosnot, C. (Ed.). (2005). Constructivism: Theory, perspectives, and practice, 2nd edition. New York:

Teachers College Press.

Mathew. G.(1992). An introduction to social casework (1st ed.). Sheilu sreenivasar: india printing
house, wadala.

Payne. M. (2014). Modern social work (4th ed.). palgrave Mcmillan: United Kingdom. UK.

Seifert. K. & Sutton. R. Education Sychology (3rd Ed). Winning university moniba Canada

Umatha daily face book page (4 march, 2023).

Vygotsky, L. (1978). Mind in society: The development of higher psychological processes.

Cambridge, MA: Harvard University Press