In this sense, academic success and performance will benefit and promote the students, the teachers/educators, and also the educational system. Learning is defined as the acquisition of knowledge through practice and experiences. Just as students differ, so does the way they learn. Some students learn by action or doing, some learn by observing, some learn by studying, while some learn by practice. Honey and Mumford identified these as ‘activists’, ‘reflectors’, ‘theorists’ and ‘pragmatists’.
The Difference between High school and College Throughout the essay, “The Difference Between High School and College”, Professor Jack Meiland approaches college work by comparing college to high school. Professor Meiland says, “a large part of college work consists with discussing and examining the basis of current beliefs” (Meiland). Meiland states that, even though both systems require students to observe basic knowledge, college guide students to search for the foundation and reasons behind the topics. Meiland states that during the high school, students are introduced to ideas based on the facts, which are presented as if they were an absolute truth. However, he says, college expects students to have a higher and deeper understanding of the material.
Critical reflection blends learning through experience with theoretical and technical learning to form new knowledge constructions and new behaviors or insights. Learning by critical reflection creates new understandings by making conscious the social, political, professional, economic, and ethical assumptions constraining or supporting one’s action in a specific context (Ecclestone 1996; Mackintosh 1998). Critical reflection’s appeal as an adult learning strategy lies in the claim of intellectual growth and improvement in one’s ability to see the need for and effect personal and system change. Reflection can be a learning tool for directing and informing practice, choosing among alternatives in a practice setting, or transforming and reconstructing the social environment (Williamson 1997). Can critical reflection be taught in a classroom?
Journal of International Education and Leadership http://www.jielusa.org/ Volume 3 Issue 2 Summer 2013 ISSN: 2161-7252 Epistemology in Education: Epistemological Development Trajectory Rachida Labbas Washington State University Learning is a continuous process, and through the process of learning, people acquire or construct new knowledge; this knowledge is evaluated implicitly or explicitly (Hofer, 2000). Research on beliefs about knowledge has become an important field of inquiry in educational research (Hofer & Pintrich, 1997). This field of research has emerged as a way of investigating students’ epistemological beliefs (Perry, 1970). Perry (1970) was the first scholar to conduct empirical research with college students to investigate their intellectual development. Since then, research on personal epistemology has been extended to be now divided into three broad categories: developmental perspective (Perry, 1970; Belenky et.
Is it guidance, evaluation, or praise? For this paper, the definition of feedback comes from Wiggins (2005), where feedback is useful information about what happened in light of a specific goal, or “information about what and was not accomplished, given a specific goal.” This paper will discuss how feedback can be used most effectively in its implementation. Excellence is attained by the cycle of model-practice-perform-feedback-perform, and (according to the Academic Leadership Online Journal, 2007) research has “found that when teachers effectively employ feedback procedures, they positively and often powerfully impact the achievement of their students.” The journal article goes on to note, “Academic feedback is more strongly and consistently related to achievement than any other teaching behavior…This relationship is consistent regardless of grade, socioeconomic status, race, or school setting…When feedback and corrective procedures are used, most students can attain the same level of achievement as the top 20% of students.” Feedback is an important component of the formative assessment process. Brookhart (2008), describes the power of formative feedback as a “double-barreled approach” (pg. 2).
Running Head: RUNNING STYLES TESTS How Learning Styles are used in Higher Education Name: University: Course: Tutor: Date: Learning styles incorporate various methods used the dissemination of knowledge and skills mostly in an education setting. Supporters of learning styles have suggested that learners require an interactive approach to learning, one that suits their style of learning. Therefore, teachers should adopt teaching practices that are in line with the needs of the student within the social, cultural and emotional precincts of the learners. It is therefore important to make learning as individual as possible (Kolbs, 1984). With regard to this, several theories have come up since the 1970s explaining different approaches to learning.
Anjum Halai in his article “Mentoring in-service teachers: Issues of role diversity” discusses the findings from a review of classroom-based action research reports collected from the masters students of an in-service teacher education programme offered by the Aga Khan University, Institute for Educational Development in Karachi, Pakistan. The reports were written by students, who played the roles of researchers and mentors at the same time, as they worked as mentors with teachers in a school, researched the process of mentoring and reported the findings. The researcher made a review reporting findings related to impact on schools and classrooms of new approaches to teacher development. According to Semeniuk & Worral (2000), ‘relationships which arise spontaneously and gradually allow teachers to enter more deeply into considering what it means to be teachers, to teach better, and to engage more fruitfully with students. Because these associations are more personally created, their likelihood of success may be greater.
Elisa Marie Engler ISED 738 Task 2 November 15, 2011 APPLICATION OF CRITICAL/POSTMODERN THEORY TO A SERVICE LEARNING CURRICULUM Service learning is a teaching method that combines meaningful service, academic instruction, and critical reflective thinking to enhance student learning and civic responsibility. Critical/Postmodern theory will be applied to a service learning curriculum developed in Spring of 2011 for EED 781—Curriculum, Instruction, and Assessment for Teacher Leaders. The service learning curriculum Subunit Intended Learning Outcomes is attached as Appendix A for reference. A discussion of service learning will be followed by application of several critical/postmodern theorists to the above-mentioned curriculum. Service Learning A key finding from research indicates that involvement in service appears to contribute to lessening the achievement gap, with low income students who serve doing better than students who do not serve.
Development of Student Skills in Reflective Writing Terry King University of Portsmouth, United Kingdom Abstract: Due to the increasing importance of critical reflection as part of the key skills agenda in higher education in the UK, staff and students need to develop an awareness of the stages of reflection and how these may be employed to develop better quality reflective writing and more controlled and informed assessment of that writing if required. This paper considers the role of reflection in the learning process and its link to deep learning in taxonomies of learning objectives. A simplified model of the stages of reflection is used as the basis for two workshops where staff and students are encouraged to consider the importance of reflection, the development of reflection from the most simple observations to higher levels, where issues and problems may be resolved, and then evaluate pieces of reflective writing for quality. An analysis of the initial results of student work after these workshops shows that the key factors in improving the quality of student reflection are time to reflect, reinforcement of the process and stages of reflection, an institutional culture of reflection and assessment. In conclusion, the paper discusses a future student-centred initiative and considers how the development of a culture of critical reflection depends not just on awareness but also has curriculum and resource implications.
For instance, controlled approaches are applied to digital media activities. Hence, this literature review is relevant for those college teachers interested in digital literacy and its appropriate application in college classrooms. Existing studies concerning digital literacy in higher education focus on minoligual settings. For instance, Ng (2012), Greene, Yu & Copeland (2014), Lai & Hong (2015), and Chun Meng Tang, & Lee Yen Chaw (2016) who explore digital nativeness, Hicks & Turner, (2013) and Lea & Jones (2011) explored digital, or Ndawula et al., (2012) and Slechtova (2015) who examined students attutides toward technology in educational settings. Their studies are briefly described below.