Customized Learning Theory: Reflective-Constructivism

Kylie-Anne Noreiga

Liberty University

EDUC 500: Advanced Educational Psychology

Dr. Gary Smith

October 8, 2014

Introduction An elementary school first grade classroom teacher has spent the last four months teaching his students concepts of basic addition and subtraction. Students continue to show progress in understanding of both addition and subtraction skills through direct instruction, guided practice, homework practice worksheets, and in-class assessments, both informal and formal. During in class station activities as an alternative to outdoor recess, Mr. Duncan pulls out several games/activities and a timer; students will rotate through game stations every 10 minutes to allow students to experience various stations. Two of the activity stations involve math games such as Monopoly Junior and Candy Land. As students delve into their activity stations, Mr. Duncan observers his students unknowingly performing algorithms, maybe without a true understanding of why they are doing so yet, but still – applying learned skills correctly to real-world activities.

Later that same school year, students in Mrs. Robinson’s second grade class are reviewing the value of money. Zayne’s father gives him $1 for each chore completed during the week. Within a few weeks, Zayne earns and saves $30 dollars and decides to spend his money on a Snakeez, a portable cup with a lid that doubles as a snack container, which he’s seen on a TV ad. Knowing this, Zayne’s dad has Zayne sit down and write on a sheet of paper the cost of the Snakeez, as advertised on the commercial, including shipping and handling fees and then add up the costs to determine the total price. They then proceed to go to a few of the various local retail stores to compare the cost of the Snakeez product