The concept of learning is more complex than one would think. I would explain learning first by defining what it means. To me learning is the process of receiving and processing new information. Learning takes place almost every aspect of life and not just in school. If I were to explain this to someone that has never taken this course I would explain that in order to learn you have to be receptive to it.
The vital abilities that each child must pick up are to understand necessary instructions. This is an important age that children are attempting to guess who they are. Educators will have to help the students if they need it because certain circumstances that students will rely on the teacher more than their own parents. I am certain that Ron’s conduct has a lot to do with the new surroundings. When a student is in new surroundings they will search and test the grounds on which they can and cannot do.
Also when it comes to decisions, we think differently. In the reading on chapter 3.3, it states “ young adults , more so than adolescents, tend to analyze situations and make decisions on the basis of pragmatic, realistic, and emotional grounds, recognizing that the most practical solutions often involve compromise and a willingness to accept different thinking in different situations.” (Robert Sternberg, 3.3 Cognitive Developments). My academic goal is to take a step at a time with each class and do my very best in that class. I get anxiety when I am in class or when it comes down to taking tests. I have a fear of failing because I think too much of it instead of taking deep breathes and have positive thoughts that I can do this if I put my mind to it.
Then when I studied and got a good grade I was like “wow, I can do this” and felt a beam of confidence that I could do it for other classes as well. Adapting to the schoolwork is a big part of having confidence in the classroom because you understand what is being taught. Gatto said “schools are establish fixed habits of relation to authority. This of course, precludes critical judgement completely.”(152). Gatto is saying that schooling is made for kids to adapt to; it has adaptive qualities, therefore there is a chance for everyone to succeed if they really want to, but it takes away from any individual thinking.
Finding what is most helpful for meeting the goals set out in the standards may be difficult for a new teacher. Setting high standards and clear goals for students help set them up for their future, make them feel valued and have a goal to reach for. Close-Reading is a careful and purposeful way of reading that help the students to actually comprehend what they are reading and in turn makes reading more desirable. Additionally text-based evidence aides in the understanding and comprehension by providing students with well structured and purposeful text. There are so many times in my life I wish I could go back to my early education years and pay closer attention to what I was being taught.
After reviewing the reading, we can make many assumptions about the authors’ argument. I think that this is quiet self-explanatory on the message the authors is arguing “that a teacher can help students, but the student “must do the learning.” you as a student can by taught many things but until you actually learn it or apply or are even able to explain it yourself then you have learned the concept applying to this concept there is quote in the book where it is said “Knowledge must grow in his mind if learning is to take place” (Adler and Van Doren; “The Activity and Art of Reading” page 8). I also think that the student has to put in the initiative to learn the concept themselves without the initiative of applying the concept you won’t ever learn the concept. Learning the concept is much like applying the concept of discovery that the Arthur was also referring to in the reading where it was mentioned in the quote “the learner acts on something communicated to him”. After the reading I see my role as a student as the learner or as the thinker which applies the concept that are being taught by the instructor.
If I am presented with a class that doesn’t meet my intellectual standards I have a habit of making things harder than they have to be in order to challenge myself. That’s why I was content in Management 5150, I found the framing and reframing techniques, challenging, and stimulating. Reframing is one of the most valuable take away for me from the course and group project. I have learnt to use reframing techniques to create new ways of seeing and create new action opportunities. Reframing problems takes effort, attention, and practice, but allows you to see the world around you in a brand-new light.
Making it on your own At times people tend to work well while they are under pressure. To others they simply must be under pressure to get work done and give their full effort. In her article In Praise of the F Word, Mary Sherry argues “Flunking as a regular policy has just as much merit today as it did two generations ago. We must review the threat of flunking and see it as it really is- a positive teaching too.” By making it clear to students that flunking can definitely be a result of them not putting in the time and effort in assuring they pass their class will make them more determined to learn and earn their good grades, it will also help stop those students who choose not to even try in their classes. Also by making students fear failure it will not only motivate them
Abdul Leadership (summer I) 2008 Team Work and Fast Learning Time is one of the learning process element need to be satisfied and when it comes to a team learning it become critical. It is obvious that team learning takes a longer time and longer process which will slow their work and cost the team a lost of so many opportunities. There are some other new ways to speed up the learning process and make the learning more effective and better team work. The measures of success in team learning came down to the way teams were put together or team’s design and team’s management. Team leaders often picked their team members by their area of experience and their skills.
There also seem to be qualitative shifts in the mental models needed by learners to understand more complex systems, for example, in such domains as electricity (Frederiksen & White, in press). Learning is thus seen as a progression across a range of simpler to more complex mental models of a domain, as well as a progression in conceptual understanding. Learners obviously also come with previously developed abilities and skills that may be capitalized upon as tools for learning in new domains. On the other hand, there may be deficiencies in the tool skills assumed by instruction at a given level. Prerequisite skills of reading and mathematics are obvious examples.