Running Head: HOW DO STUDENTS LEARN BEST?

How Do Students Learn Best?

Sydney E. Van Fossen
Bridgewater College
November 17, 2013

Author Note
This paper was prepared for Education 200, Section 02, taught by Dr. Mark Hogan

Running Head: HOW DO STUDENTS LEARN BEST?

Abstract
Throughout history many different studies have been done and theories have been made
in order to determine the answer to that one question of how students learn best? The truth of the
matter is, is that every student is different and not one theory will work best for each and every
child. However, the theories and studies that will be discussed throughout this essay will provide
some strategies that can be used in the classroom that can in fact reach each individual student
and their own personal learning abilities that will allow them to succeed. Though theorists have
helped provide educators will the tools and resources that will be beneficial in the classroom; it is
ultimately up to the teacher themselves to get to know their students and develop their own
theory on how students learn best.

Author Note
This paper was prepared for Education 200, Section 02, taught by Dr. Mark Hogan

Running Head: HOW DO STUDENTS LEARN BEST?

How Students Learn Best

Over the years, there has been many approaches and theories on just how students learn
best. A large amount of experts have spent their entire careers developing theories on how
teachers should conduct and manage their classrooms in order for each student to learn to their
maximum capacity. Although each theorist makes valid and credible points it is difficult to
create a classroom based off just one. Each student has a variety of outside factors that may or
may not affect the way they learn and they are not all biological. Without looking at learning
disabilities or hyper activeness, each student can be influenced by their environment. This could
be anything from issues at home whether it is parental conflict, or just simply not being able to
have access to basic needs; it could also be peer conflicts such as bullying that may hinder a
students perception of learning. It is up to the teacher and their own background knowledge to
develop a classroom that is beneficial to all students needs instead of just a majority.
One of the most important aspects for creating a place where the student can learn best is
the environment in which the teacher provides. This starts immediately when the student enters
the classroom on the first day of school. Even the way the teacher greets each individual will
affect their attitude about learning right from the start. The classroom needs to be a place where
each student feels comfortable as an individual, where all cultures, personalities, disabilities, and
backgrounds are excepted and respected. The relationship and trust shared between the student
and the teacher as well as the teacher and the parent is absolutely essential for the success of the
students. If a dialogue is established right away, it will be much easier to address
accomplishments of the student as well as possible reoccurring issues later down the road. Social
Cognivists Kurt Lewin expressed this idea in his equation that the behavior of a child is
determined by the function of that person and their environment. So in order to gain the desired
behavior from a student the teacher must first establish an environment in which this can occur.
To continue on the importance of environment is also the incredible importance of social
interactions, including peer-to-peer as well as peer-to-teacher. Social interactions can be used in
the classroom as not just a break from learning, but also as a way to promote learning. Vygotsky
explained this idea through his definition on ZPD (Zone of Proximal Development), meaning
what a student can do with little to no assistance from an expert. He also expressed how social
environment affects this. A study explained in an Early Childhood Education Journal (Flint) used
a Vygotskian approach to investigate how social interactions and literacy transactions can
combine through buddy readingto promote literacy (Flint.) Social interactions were used to
scaffold learning, allowing connections to be made between the text and the reader, as well as a
motivational method. This example of social interaction demonstrates the positive outcome that
peer-to-peer activities have and how it can help facilitate literacy. These students were able to
build off of one anothers previous knowledge in order to create new knowledge. The students
also had an incentive to learn by being allowed to work with a peer giving them the motivation to
work hard.

Author Note
This paper was prepared for Education 200, Section 02, taught by Dr. Mark Hogan

Running Head: HOW DO STUDENTS LEARN BEST?

Like previously mentioned, the next most important concept for a classroom to maintain
is motivation. Teachers as well as students are responsible for their own motivation, but there are
different ways to approach this concept in order to be successful. Research done by Joseph
Lowman expanded on Edward Deci and Richard Ryans Self-Determination Theory. (Lowman)
In this theory are two types of motivation, intrinsic and extrinsic. Extrinsic motivation, which is
an outside reward, is great for a student at any age as well as a short term desired behavior. For
example, to promote participation in a math game or quick review there can be an award
promised at the end of the activity for the student that participated the most. This type of
motivation is especially beneficial for the overall participation of the whole class. In contrast,
intrinsic motivation is internal and based upon self-satisfaction. An example of this can be shown
through a students test grade. If a student performs poorly on an exam because he or she did not
study the bad grade being the consequence was their own responsibility. Now, for the future the
student understands that in order to improve their test grade they may need to study more for the
next one. Intrinsic is great for long term results and success of a student and does not always
need an extrinsic motivation to achieve it.
As important as it is to have external factors contributing to the motivation of the student,
it is equally as important for a student to be self-motivated. At first this is done through the
comments and discussions a student has with their teacher. Cognitivist, Bernard Weiner
explained this in his Attribution Theory, which is a students self-constructed explanations of
their successes and failures. When a student does well on an assignment instead of saying
something such as Its youre lucky day! which implies that they couldnt normally do that on
their own, say something like, Great job, youre so smart! The same goes for if the student
does not do well on an assignment. The teacher can approach the student privately and say You
did not do well on this, lets go over another example so can better understand the material.
This gives the student motivation that even though he or she didnt get it this time, they can get it
the next time.
Now that the teacher has provided the students with motivation, the student can create
their own motivation and can self-regulate. Self-regulation has two parts, a cognitive and socialemotional regulation. Cognitive self-regulation is the degree to which children can regulate
their own behaviors, are reflective, and can plan and think ahead. Social-emotional selfregulation is being able to inhibit and delay gratification. (Leong & Bodrova, 2013) It can also
be looked at as a student taking control of their own learning. When a student makes their own
goals, they are more likely to work hard to accomplish their goals and feel good about it.
Sometimes teachers may need to help students create goals and explain how to reach them, but it
is ultimately up to the student to get there. Students should also be encouraged to make longterm goals such as an end of the year goal, as well as short-term goals, like a better grade on the
next exam. By setting goals the student is self-reliant and has provided themselves with a
structure that when accomplished means so much more than if a teacher made the goals for them.

Author Note
This paper was prepared for Education 200, Section 02, taught by Dr. Mark Hogan

Running Head: HOW DO STUDENTS LEARN BEST?

Through environment, social interactions, and motivation, a teacher can create an
effective Community of Learners. A Community of Learners is a class in which teachers and
students collaborate to build a body of knowledge about a topic and help one another learn about
it. Through environment, diversity in students interests and rates of progress is expected and
respected. With allowing social interactions and motivation, students can work together on an
assignment, critique each others work, and can collaborate with the teacher on lectures and
activities. (Ormrod, pg. 232-233) These key elements if applied are what will effectively allow
students to not only learn their best, but continue to learn to their maximum capacity throughout
life.

Author Note
This paper was prepared for Education 200, Section 02, taught by Dr. Mark Hogan

Running Head: HOW DO STUDENTS LEARN BEST?

Reference List
Flint, T. (2010). Making Meaning Together: Buddy Reading in a First Grade Classroom.
Early Childhood Education Journal, 38(4), 289-297. doi:10.1007/s10643-010-0418-9
Hogan, M. (2013). Lecture on Theorists. Bridgewater College, Bridgewater VA.
Leong, D., & Bodrova, E. (2013). Staff workshop teacher handout: Self-regulation in the
early childhood classroom. Helping children regulate their emotions and behaviors is key to
school success, Retrieved from http://www.scholastic.com/teachers/article/staff-workshopteacher-handout-self-regulation-early-childhood-classroom
Lowman, J. (1990). Promoting motivation and learning. College Teaching, 38(4), 136.
Ormrod, J. (2014,2011,2008). Education psychology developing learners. (8th ed.).
United States of America: Pearson Education Inc.

Author Note
This paper was prepared for Education 200, Section 02, taught by Dr. Mark Hogan