Characteristics Of Identity In Education

The different kinds of IPE programs that are going to be described in this section all fit in these broad clusters but vary in the structure and the implementation. However, before starting with the presentation of some experimentation of IPE, it is important to outline that there are some barriers to the implementation of the programs. Being aware of these obstacles allows building more reliable and valid IPE projects. A first type of barriers can be organizational; there can be problems a) in scheduling classes in order to have students of different faculties all together in the same place; b) in the flexibility of the curricula; c) related to “turf battles” between professionals (Curran, Deacon, & Fleet,

He’d want us to follow our own pathway and not be so focused on what others want us to do. In this case, Rousseau would push us well enough to help us have our own individual graduation requirements. So Rousseau would definitely help us with this movement and shape us into what we want to become in the

The subjective hypothesis primarily stresses the significant undertakings of the instructor/creator and incorporates examining that different learning encounters to the learning circumstance which can affect learning results of various people. Sorting out and organizing the new data to associate the learners already gained information capacities and encounters. The new data is viably and proficiently acclimatized/obliged with in the learners intellectual structure ( stepich and Newby, 1988

I agree with James Baldwin because he gives lots of good reason of what is education and what education should need to be. For example he said we could look at the world for our self when we are educate. Also make our own decision and said what we feel or think about the thing that are going around us. Education is the things that make our dream come true and if we want to be something in our future than we need education to continue my dream. We also need education to become an independent our self.

In the current economic climate, a progressive education approach would be both difficult to establish and maintain due to increasing class sizes. This poses as a limitation for acquiring skills and knowledge through experience and allow individual thinking as it is unviable to view each student as an individual and support each student to learn through experience. Progressive education promotes and develops autonomous learning, as learning occurs throughout the life cycle and is not confined to the school environment. It is the role of the teacher to scaffold each experience of a child to support the continuity that each experience shapes a person and their future understanding of their experiences. This approach supports W.B Yeats’ theory of education ‘that it is not the filling of a pail, but the lighting of a

Different theories are appropriate for explaining some learning situations, but not all. So being a teacher, I believe I need to build an ability to apply the learning theories to enhance my classroom learning that involves social, emotional, and participatory factors in addition to cognitive ones. No two individuals are alike, people think differently, act differently and learn in their own unique way, so researchers introduced the terms; visual learners, auditory learners, kinaesthetic learners and we all have our own predominant learning styles. People also have different combinations of intelligences. So deep and lifelong learning happens when the environment is according to the individuals' predominant learning styles, interests and abilities.

This theory is concerned with how individuals learn large amounts of meaningful material from verbal/textual presentations in a school setting in contrast to theories developed in the context of laboratory experiments. According to Ausubel, learning is based upon the kinds of super ordinate, representational, and combinatorial processes that occur during the reception of information. He also explains that new learning or acquisition of knowledge is related to relevant ideas in the existing cognitive structure. Cognitive structures represent the residue of all learning experiences; forgetting occurs because certain details get integrated and lose their individual identity. Constructivist Learning Theory.

However, I have noted a number of difficulties associated with this approach. Some of these concerns have been explored and articulated by such as Shirley Grundy, who sees it as overly dependent on “cultivation of wisdom and meaning-making in the classroom” and as a result the actual capability of students to “make sense” of subject matter and the world around them, can be

The importance of critical thinking couldn’t be more highly prioritized in academia, even when its application faces much constraint in English language development. What could be so important about a non-linguistic skill in classrooms that are generally devoted to improving linguistic abilities? Critical thinking might play an extra-linguistic role in the context of English language learning, and writing could be one of several modalities used to realize this role in secondary classrooms. It is stated that in the 1970’s, many sociologists and cognitive scientists were interested in the acts of composing as a way to observe how students learn (Sokolik, 2003). Subsequent teaching developments in writing that emphasized problem solving build upon the foundation of these findings.

This diversity shows some difficulties such as; Tretten and Zachariou (1997) indicated in their research report about PBL in different classrooms, the diverse practices under the label of PBL study makes it hard to evaluate what is not PBL, what is PBL, and what you are assessing is related with a “real project”. Although, the teachers may understand and act as a provider in PBL learning classroom, success cannot be obtained at the end. Moreover, in the course, learners have control of their own studying and activities in the class. This method of teaching contributes to the students’ self-esteem that give them responsibility to assess their own ideas. This responsibility makes a challenge about PBL learning in the loss of their self-motivation, deadlines and individual study.