Running Head: REFLECTION POINT 2 1

Reflection Point 2

Rachel Chadwick

George Mason University

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Reflection Point 2

When I first started this course, I was aware that every student learns differently, but did
not have a complete understanding of the many factors at work in this. EDUC 613, How
Students Learn, explored the complexity of learning, and how to attend to all the factors that
impact students’ differences and achievement. In particular, how the brain works and processes
information was studied alongside the various learning theories and how this has influenced
current teaching practices. There was also a focus on improving student learning through looking
at one student in particular. The opportunity to explore the strengths and weaknesses that impact
motivation for this student led to an increased understanding of their beliefs, attitudes
motivation, mindset, and abilities that come into play in their learning. This Case Study of a
Learner, as the major assessment in this course, provided an in-depth experience researching and
analyzing various data points related to the learning factors attributed to this student, as well as
strategies for the impact of all student learning. From this course, I feel like I have a solid
understanding of the multifaceted way that students learn and how influences on their learning
must be examined and considered in order to have an impact on their achievement.

Critical inquiry and reflection throughout the Case Study of a Learner and other
assignments such as the Cooperative Learning Theory Group Project, and all weekly modules,
served to address the Advanced Studies in Teaching and Learning (ASTL) Outcomes. A few that
were especially relevant were Student learning, Systematic Inquiry of practice, and Diversity.
The Cooperative Learning Theory Group Project investigated the different ways that students
learn and took into account the needs of cognitively diverse learners. It also provided me with
the background knowledge and best practices for influencing students in each of the different
learning theories. I enjoyed working collaboratively on this assignment and getting a chance to
interact and learn from fellow colleagues. This provided a multi-perspective on the way learning
happens and how the different theories affect it. Becoming an “expert” in one area helped me to
understand how the social-emotional learning theory in particular can be applied in my own
classroom, and has resulted in shifts in my own planning and teaching. In addition, my own
biases were challenged through weekly readings as it related to learning styles and the evidence
cited by Hattie and Yates (2014) speaking to how they do not predict learning in any meaningful
way. I learned that there is so much more to consider about each child, and that teachers should
utilize multiple approaches that all students can benefit from.

What was perhaps most impactful for me in this course was the Case Study of a Learner.
This study challenged me to apply my newfound understanding of the many facets affecting how
students learn and extend it to a particular student’s learning situation. My thinking about this
student shifted as a result of the investigation and data collected. It allowed me to truly consider
and re-examine my initial assumptions I had about my case study student’s learning and
achievement in the classroom. When I started exploring his strengths and weaknesses and began
to realize how he related to the learning factors, I was able to pull data from a variety of sources
to find research-based recommendations that positively affected his learning. It was important
for me to examine learning from my student’s perspective, and take into account his own
experiences and mindsets about himself and his learning. Fully understanding all aspects that
influence my student’s learning have helped me in thinking about how I need to deliver my
instructional material for struggling students. Not only for him, but for the rest of my class, I can
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now create more meaningful learning opportunities that take into consideration these learning
theories as they best meet their needs.

Throughout the process of this course, I have been led to reflect more deeply on the
practices in my own teaching that reflect different learning theories. Additionally, I am
increasingly aware of how learning factors may be attributed to students’ behavior and academic
situations. I have discovered that learning is a very complex process with many factors involved.
Some of the biggest changes I am making are a direct result of my experience doing the Case
Study of a Learner. My analysis of my student has opened my eyes to the ways in which I
approach the learning opportunities I give all my students, and given me greater perspective for
the way their learning needs to be differentiated. By understanding the multifaceted nature of
learning and thinking, I am more aware of how to better accommodate my students’ individual
differences through the structure and strategies in my teaching. Findings from the case study
revealed also revealed to me that learning experiences need to develop students’ metacognitive
awareness about how they learn and the strategies that assist problem-solving for learning.
Think-alouds, reciprocal teaching, and modeling (Joseph, 2010) are a few strategies I identified
most with and are ideal ways in which to foster students’ self-regulated learning in the
classroom. In conclusion, this class has evolved my understanding of how students learn, and
proven beneficial in making me more aware of the factors present in my own students and how
to best create meaningful learning situations for them.
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References

Hattie, J. & Yates, G. (2014). Visible learning and the science of how we learn. New York, NY:

Routledge.

Joseph, N. (2010). Metacognition needed: Teaching middle school and high school students to

develop strategic learning skills. Preventing School Failure, 54(2), 99-103.