the thought led to the movement. Subsequently, illusions of personal causation are likely to follow (despite the effect being caused by another source) since “people interpret their own accessible thought as the cause of the behavioral event, thereby arriving at the deceptive belief that they produced
But when facing higher level of education, we are approached with countless challenges for learning from different aspects, it is then we adapt from our experiences and instincts of what level is required of us. “If a student fails to understand some aspects of a lesson in class, he or she must possess the self-awareness and strategic knowledge to take corrective action” (Zimmerman, 2000, p65). As Zimmerman exclaimed that we ought to be “self-aware”, to be self-aware is to comprehend and perceive our particular strengths and weaknesses to face these issues and adjust to be successful in tertiary education. As Zimmerman says, “this perspective focused instead on what students need to know about them self in order to manage their limitations during efforts to learn…” (Zimmerman, 2000). There are limitations for myself which are essential to be self-aware and obligatory to be deliberated in order to complete higher education.
Answer 1: Self-directed learners can diagnose their learning needs, plan-learning goals, identify human and material resources to assist them in the learning process, apply appropriate learning strategies, and evaluate the learning outcomes (Knowles, 1975). People who are self-directed active learners have a plan of action and a management strategy, they are eager to learn because they want to learn and that is the part of being intrinsically motivated. Below are some of the aspects of a self-directed, intrinsically motivated, active learner: • Self-management: An active learner thinks independently, tries to solve problems in creative way and takes decisions that will improve the overall performance. He/she plans the things in a systematic
Best learners are said to be the individuals who are self-guided (Butler and Winne, 1995). Self-guided learning is a procedure by which an individual steps up with regards to or without the help of others in diagnosing their adapting needs, figuring learning objectives, distinguishing human and material assets for learning, picking and executing proper learning methodologies and assessing learning results. (Knowles, 1975). Self-guided Learning (SML) is a way to deal with administration advancement which empowers understudies to be more mindful
As discussed previously, effective lesson planning can have a positive effect on the motivation on a teacher. This is certainly the case for effective planning in the workplace. It also aids in satisfaction. Although the lesson plan’s primary objective is to improve the overall quality of teaching to benefit students, this also improves teacher motivation and development. This is achieved through using the lesson plan as a permanent record of lessons taught.
When a teacher has a closer proximity with a student, the teacher will understand the student better which lead to a better understanding of the students learning styles. Once the teacher understands the students, it will be an advantage to the teacher in lesson planning if used aptly which will result in higher motivation for students to
Commonly, lecturers who practice this style will serve as a helpful mentor and could tolerate students. lecturers also believe in the existence of the best ways for students to learn about learning. On the other hand, instrumental style refers to the way lecturers carry out the task to assist students, planning the lesson, setting up the classroom standard and ensure that students achieve the standards
Likewise, Brown (2004) states “assessment is an integral part of teaching-learning cycle” (p. 16). There are a number of reasons for assessment the knowledge of which would provide insights into the way teachers employ given methods which are appropriate for their pedagogic purposes. Race, Brown, and Smith (2004) suggest the most common reasons for assessing students. They remark that assessment provides students with constructive feedback, thereby resulting in their improvement. It also raises learners’ awareness about their current abilities and achievements.
Moreover, if the learner feels comfortable with the instructors approach based on their learning styles led them to have better attention and helps them to have better understand. Perhaps, a successful learning process is achieved by having a deep knowledge on the subject