So deep and lifelong learning happens when the environment is according to the individuals' predominant learning styles, interests and abilities. Learning process requires alignment of thoughts and domains of learning; cognitive, affective and psychomotor work as a guide to understand the pathway for well-organized flow of
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.
There are two approaches according to Spady, the traditional and transformational. The traditional approach emphasizes students’ mastery of content some cross discipline outcomes like the ability to solve problems or to work cooperatively, whereas, the transformational approach emphasizes longterm, cross-curricular outcomes that are related directly to students’ future life roles such as being a productive worker or a responsible citizen or parent. The approaches mentioned strongly suggest the use of authentic assessment methodologies in the various
It also encourages the cognitive apprentice approach where reflective practices of learner (learner-self interaction) and the interaction between the learner and the facilitator are crucial, similar to my personal lens. The function of context is another aspect of my personal lens aligns with the established theory where contextual learning is the key. Using authentic contextual experiences that are decided by learners drive the learning experiences in my kind of classroom. Finally, with regards to the role of facilitators, both views support that educators should provide guidance from reliance to gradually move to independent
With the travel time alone, I was able to complete many of my assignments. The extra time that I saved with online classes made a huge difference in my personal and professional life. Online classes require discipline and time management as any face-to-face class does. Like traditional classes, online classes have deadlines for assignments, and it is very important to keep up with the deadlines to do well in the online courses. Online classes helped me with time management because I had to take the initiative to keep up with school work.
Learner Centered ideology incorporates both developmental and constructivist learning theories meaning children create their own learning experiences appropriate for their developmental maturity and according to their own pace. Important to realize, this places teachers in the role of a facilitator. Teachers must observe and analyze student needs and interests, set up the environment, and then flow between student and environment to assist student learning. Consequently, students are provided a carefully planned menu of activities that they can choose from. One element unique to learner Centered theory is that learning can occur any place or time.
Educational, vocational, social, personal, moral, physical and even material problems of individuals are the concerns of guidance. Its scope is indeed vast. 1.3.1 Objectives of Guidance: To help in the total development of the student. To enable students to make proper choices at various stages of their educational career. To help students choose, prepare for, enter upon and progress in a career.
Active learning, a participatory form of educating students where the teacher creates conditions so that students can take charge of their own learning, moves the learner beyond the role of passive listener and note taker. Prince (2004) considers any instructional method that engages students in the learning process as active learning. According to Bonwell & Eison (1991), active learning involves students in doing things and in thinking about what they are
Mediation in learning entails teachers’ competence to: address the diverse needs of learners, including those with barriers to learning; construct learning environments that are appropriately contextualized and inspirational, communicate effectively, showing recognition of, and respect for differences in others, this is according to According to the Department of Education (DoE, 2000). According to McNeil (1990: 314), Mediation refers to the interpretative process by which people make sense of or create meaning from experience. From these different definitions it is clear that the educator as a mediator serves as the intermediary between the learners and the learning and has the task of facilitating the learning process. The mediator has the responsibility of steering the learning process and finding ways to arouse curiosity and enthusiasm in learners. If an educator is successfully able to do this they will have learners who are eager to learn and this can be measured by learner’s engagement in the learning process.