A number of teaching theories, and extensions of these, have been discussed for decades. These extensions all stem from Behaviourism, Cognitivism, and Constructivism theories of learning. But in today's classrooms, an educator might want to consider the use, or application, of multiple learning theories in practice (Wilson and Peterson, 2006, p.3). Trying to find a balance between using different teaching theories, and building our pedagogical repertoire based on multiple learning theorists means we can offer students a variety of learning opportunities and settings (Wilson and Peterson, 2006, p.4). In addition to this, cross-cultural research on teaching strategies believes that the differences among our students such as cultures and communities, learning experiences, beliefs and values, personal interests and intelligence can all act as teaching resources for our practices (Wilson and Peterson, 2006, p.6). 

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          Before relying on the resources offered by publishing companies, school boards, and the Ontario Ministry of Education, etc., educators should take a look at the richness of information and guidance coming from their students alone! It has also been said that educators cannot bridge together subject matter and their students without a clear sense of what students know, care about, can already do, and what they truly want to do (Wilson and Peterson, 2006, p.6). In short, if we are not comfortable with various approaches to instruction, then we cannot fully succeed in our own practices.

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     For modern day classrooms, there is an alternative teaching theory that encompasses the digital demands of many educational settings in today's classrooms. Connectivism is a learning theory proposed by George Siemens (2014), an instructor from Winnipeg, Manitoba, who agrees that that more recent educational perspectives are in need of revision to meet the needs of "today's students". This theory allows educators to be more flexible and accepting of the most current research, resources, and educational tools. There is more to instruction than just modifying the expectations and goals of our curricular documents, and suggests that continuous learning experiences can occur when we incorporate the most up-to-date information and concepts into our teaching strategies (Siemens, 2014, p.5). Application of this theory means educators can begin the a new trend of using social media and online resources to strengthen our connections to students. Making these everyday life connections possible means authentic learning experiences can occur.