To be a self-motivated learner, you have to keep yourself with a good self management. I am good at self-management and I have set my learning goals to achieve my entire dream. I have a strong commitment to make my dreams come true and I am trying to set higher goals than other students and strive for it. I always take actions directly because when you set a goal, your dreams can come true. On the other hand, I have weaknesses in being a self-motivated and engaged student.
This theory is based on the association between stimuli and responses. For every stimulus, there is a corresponding response and the connection between the stimulus and the response is called the S-R (Bond, 2012). The module to be developed by this study, a warm-up exercise on the introductory part on each lesson will serve as the stimulus and the corresponding work to be accomplished by the students in the later part of the lesson will serve as the responses. Students will work independently on the activities required by the module; hence, connectionism becomes evident as one activity is accomplished at a time. To make his connectionism theory more efficient, Thorndike developed his three principal laws of learning: the law of readiness, the law of exercise and
Growth mind-set is a belief that they can always learn, grow, and become better at whatever they set their sights on. 2. Mastering material: Testing yourself is a very effective strategy for mastering difficult material. For example, taking a blank sheet of paper and writing down everything you can recall about your previous subject. Then go back and review the material.
One of the definition that each of the educators must be informed is the one according to (Coffield, Moseley, Hall & Ecclestone, 2004) that a lifelong learning may be enhanced if the learners will be motivated to learn by understanding and knowing their learning style. There is none adult learning theory that successfully applies to all adult learning environment “ (Frey &Alman, 2003because learning keeps changing as well as adult learning keeps changing too. Nevertheless, this adult learning theory helps educators to understand their students or the
Additionally, once you have the need of less close questions it helps construct higher quality questions. Creating questions and observations has been one of the main focus for me. Since, The Westing Game, is a very demanding book you have plenty of ‘ah’ moments. These are important to have because they help you discover, imaginate, and understand the book a little better. Asking questions has made my close reading improve.
This kind of learning promotes independence within the learner and helps in developing creativity. Therefore, I make sure that I revisit topics to enhance my learner’s knowledge. As Bruner [Ref.2] rightly said that learners use prior experience to fit new information into pre-existing models. Motivation is a very important factor in learning. Learners need to understand the reasons or areas where they can use knowledge and then only they can get themselves involved in thinking.
SELF ASSESSMENT AUDIT Brown and Glasner (2003, p. 1-12) discuss the fact that assessment methods and requirements probably influence how and what students learn more than any other single factor. They state that through building up evaluative skills and self-assessing, students can become more effective learners. They further insist that: "Self assessment is inevitable when students are reviewing their own development and performance, when there is a reflective component, when critical incident accounts are used, and anywhere where progression and added value are discussed." An important, and essential, area of the self-assessment process is personal and professional skills. Opportunities to learn and develop are everywhere; so how can we tell if we are gaining knowledge, skills and abilities from what we are seeing, hearing and experiencing?
Also, I gained many skills from the assignment which will be applicable academically. As an example, I learned to think critically, to build arguments, to find and use the proper sources for research, and to narrow the topic in order to deepen to it. I became able to not to be bias and to look at the case from the rational side. In addition, I understood the significance of accurate referencing and citing as I was mostly criticized on that in my feedback. I realize that the previous skills and knowledge will be benefitting me in my future courses.
The game is very challenging, once I start to play, I cannot stop until I rank higher than my friends. Also, when it generates the score at the end of the game, it states the contribution of each section in my final score. This makes me identify which parts I am really good at, and which parts I need to work on. The game also gives me a chance to practice on my own without competing, to enhance the areas that I am not so good at. This is related to “meta-cognition”, it enables me to reflect on what I already know and then decide how I will continue to learn.
This can help show teaching confidence and encourage the smooth running of lessons. Moreover, Mento et al. (1999) announced that mind mapping is an intense intellectual apparatus which can be used as a part of an assortment of routes as a result of its capacity to bring out affiliated and non-straight considering. Utilizing mind maps additionally offers teachers some assistance with varying their showing strategies which can probably achieve diverse learners. It was observed to be particularly effective for case educating where students are required to accumulate, decipher and convey extensive amounts of complex data.