The noise of the superficial world cloud a person 's engraved need and ability to use their talents to change not only their lives but those of their fellow mankind. We are “taught to view our lives as a zero-sum game” (Loeb 169). We’re either in it to win it--only one career, one life. SMC 2302 for a fact has exposed students within my section to the realities of the world, but goes a step further than most classes that attempt to teach students about the world outside our personal bubbles by outlining some of steps needed to get involved or make a change. This is why the course needs to be required.
In the Educational Leadership article entitle “The Boss of My Brain”, authors Donna Wilson and Marcus Conyers examines the explicit instruction in metacognition. Researchers stated that “explicit instruction in metacognition puts students in charge of their learning.” It was also stated that “meta-cognition supports learning by enabling us to actively think about which cognitive strategies can help achieve learning, how we should apply those strategies, how we can review our progress, and whether we need to adjust our thinking.” I believe this a unique teaching tool for teachers to implement with their students. With the use of metacognition, students whether they are struggling learners or gifted can learn how to use a variety of cognitive strategies to help improve their learning.
Over the past few years, there have been many arguments on the status of the original four-year college path, and how for most people, you only need to attend a two-year community college or take a few online courses to earn your degree. In Murray’s text, the classic four-year college experience is being challenged by recent findings that state it only take two years to learn the material necessary for a degree. From Murray’s examples, we can see that the internet is a little bit to blame for the deterioration of brick-and-mortar style colleges. It’s clear to see that through Murray’s text, his overall perspective is that within a few years time, the classical method of actually attending a four-year college or university will be considered
Conflict, differences, and disagreement are what drive the learning process. In the process of learning one is called upon to move back and forth between opposing modes of reflection and action and feeling and thinking. 4) Learning is a holistic process of adaptation. It is not just the result of cognition but involves the integrated functioning of the total person – thinking, feeling, perceiving and behaving. It encompasses other specialized models of adaptation from the scientific method to problems solving, decision making and creativity.
Their impacts on my facilitation are discussed with appropriate examples from my teaching experiences. Further, factors and issues that impacts adult and collegial learning’s are discussed and how these theories can be influence my facilitation implications in formal and non-formal context are discussed with examples which can optimize learning. Kolb experiential learning theory (Kolb ,1984) Kolb’s theory deals with the power of learning through experience. According to Kolb experiential learning theory, as the name suggests learning is defined as “the process whereby knowledge is created through transformation of experience. Knowledge results from the combination of grasping and transforming experience.” (Kolb 1984, P 41) The model comprises of four elements 1.
The students works individually based on their own interpretation of the problem and concepts they acquired. This phase permitted students to discover answers and explore different solution methods. With this, student developed creativity in problem solving. As what Riki Goldman-Segall (in Dzakiria, 2004.) remarked, knowledge are deconstructions, reconstructions, and co-constructions that emerge as a result of the interaction between what is already known and what is yet to be known again, in a new form.
Student Centric Curriculum Design and Implementation – Challenges & Opportunities in Business Management & IT Education Dr. P. S. Aithal Srinivas Institute of Management Studies, Pandeshwar, Mangalore – 575 001, INDIA E-mail : firstname.lastname@example.org Abstract Student-centric curriculum design and implementation in higher education system are getting importance due to the reason of creating employable and skilled graduates who can take optimum decisions for industry problems and who can lead technocrat society. Even though student-centric curriculum is essential in all areas of higher education, it became essential in business management and information technology due to the fact that these areas are changing at a faster rate due to the enhanced
Ellis (2003) names these phases as 'pre-task, 'during-task' and 'post-task', whereas Willis (1996) divides these phases into 'pre-task', 'task cycle' and 'language focus'. The Pre-task Phase The purpose of this is to make an introduction of the topic and task to students. Task should be framed before it is implemented, for it notifies students of the task result and what should be done to accomplish it (Ellis, 2003; Lee, 2000). Disclosing the target of the task in advance can offer students more motivation in their learning (Dörnyei,
Experiential Learning Theory (ELT) pertains to the learning process by which people undergo. This theory focuses on how people learn, grow and develop. In addition, it gives emphasize on the importance of experience in learning process. According to Kolb D. A. (1984) cited by Kolb A. Y. and Kolb D. A.