They should be actively involved in its implementation and its importance in lifelong learning. Generally, students judge their own work against a given criteria, provide information on how they can improve on that work in future and then grade their work. When the word “formative” is used in conjunction with assessment or evaluation, it connotes an improvement process while the word “summative” is used to describe a decision making process. 2.6 Distinctions between Self-assessment and Self-evaluation Assessment and Evaluation are necessary and complementary in education. Educators use assessment and evaluation to help their students build lifelong learning skills.
Factors Affecting Lifelong Learning and Lifelong Education A Critical Reflection INTRODUCTION This paper will reflect on the factors affecting the lifelong learning and lifelong education based on my own experiences and observations with my students. Dave (1973) mentioned that physiological change and growth is another mainspring in lifelong learning occurring at different stages of life so I will discuss some stages of life of an individual concerning lifelong education and lifelong learning. Globalization and international competition, evolution of knowledge, development of information and technological communication, and modernization of living makes lifelong learning a requirement (S. Halimi,2005). Lifelong education as explained
- Learning to do - innovation and adaptation of learning to future work environments - Learning to live together, and with others – peacefully resolving conflict, discovering other people and their cultures, fostering community capability, individual competence and capacity and social inclusion. - Learning to be – education contributing to a person’s complete development: mind and body, intelligence, sensitivity and spirituality. This is underpinned by "Learning to Learn". Lifelong learning encourages creativity, initiative and responsiveness in people thereby enabling them to show adaptability in post-industrial society through enhancing skills to: - manage uncertainty, taking decisions and problem solver - communicate across and within cultures, sub-cultures, families and communities - negotiate conflicts The emphasis is on learning to learn and the ability to keep learning for a lifetime. The European Commission (2001: 9) found that lifelong learning has “Four broad and mutually
• How can I integrate what I have learned into my life? An important source of learning in real time is the processes and results of monitoring and evaluation. Bruce Britton explains monitoring and evaluation activities as they are commonly pursued and explores creative ways in which a person can use them for personal learning and self-reflection. He also provides suggestions on how this can be done under nonconductive organisational conditions ( Britton, B., 2005). This essay will examine my personal self-development in relation to prioritisation, time management and planning skills.
My teaching goal is to help my students realize the power of education in their lives. Furthermore, my teaching philosophy has been influenced by my learning experiences and environment. Learning new skills in the academe and applying them to one’s life is a continuous process and must be in line to the developmental stage of our
2. The changes in the Philippine educational system have undergone careful study, embodying different aspects of society to meet the demand of the evolving global and technological community. To fully understand the curriculum, it is best to analyze its legal, historical, psychological, sociological and anthropological, and economic basis for its implementation. a. Legal basis The 1987 Philippine constitution put a large emphasis on educating the Filipino people, “The State shall protect and promote the right of all citizens to quality education at all levels.” To achieve this, the Philippine constitution also mandates the government to provide the largest allocation of the yearly budget of the government to the Department of Education,
CHAPTER 1 THE PROBLEM AND ITS BACKGROUND Introduction Curriculum is the heart of education. It plays a vital role on the development of learner’s knowledge, skills, and attitude. According to Braslavsky curriculum is an agreement among the communities, educational professionals, and the state on what learners should take on during specific periods of their lives. Furthermore, the curriculum defines "why, what, when, where, how, and with whom to learn. It is like a blood that gives life to the learning process.
Education is, by its nature, a never-ending proposition. It continues long after formal schooling is completed, and in today’s society, students are overwhelmed with constant information and stimulation, and they need to be taught strategies they can use to learn and retain the unrelenting information to which they have access. It is becoming increasingly difficult to impress upon students the importance of good learning habits. Teachers need to find ways to develop these habits over time so that students are prepared to enter not only the next step in their education, but also their eventual careers and life paths. One step successful teachers can take is to model and teach to the students the process of self-assessment or self-evaluation.
As a teacher, I have to work hard to enhance my students ' roles in class. First of all, students have to be engaged in the learning process so, in order to achieve that, I must ensure that the classroom is a welcoming and safe environment so students feel accepted and affirmed. Moreover, surveying students favorites would help me to build a connection with students and this suggested information would serve as a motivator for enhancing the academic performance of the students. Learning opportunities must be collaborative so that peer relationships and social skills are active in order to help students to be engaged and motivated. Furthermore, make sure that students ' self-belief is enhanced and they must believe that they are able to learn and deal with failures in order to develop their confidence towards learning.
With MTBMLE, students are first taught to read and write in their L1, and subjects such as mathematics and science are to be taught using the L1 as well. Continuously building a strong foundation of the students’ L1, Filipino and English, as separate subjects, are introduced. Skills in speaking, writing, and reading will be focused on. Gaining enough proficiency in their L2/L3, these languages are then used as the primary media of instruction. MTBMLE rests on the premise that the students can transfer the skills and knowledge they gained from their intensive L1 instruction to their L2 (Filipino and English) provided they get sufficient training and education.