In relation to Honey and Mumford’s learning style questionnaire I scored highest in the Reflector category followed by Theorist, Activist and Pragmatist respectively. As a reflector, after reading in detail the characteristics, strengths and weaknesses linked to my style I discovered many elements which will help me improve in the future learning environment. I prefer to spend time carefully examining and thinking over activities rather than expressing my opinion immediately. I enjoy listening to other people’s opinions, taking them into account and comparing them to my own when making a decision. An example where my learning style is portrayed strongly is when I am given an assignment to complete.
These proficiency tests are designed to show what level a student has reached, and are used by employers and universities, for example, who need to have a reliable measure of a student’s language abilities. (Huges, 2007) This test (TOEFL) is also used when applying for a scholarship or a job, and there are usually no differences in tests made in different countries or for different institutions. (E.g. appendix no.2) It consists of four sections: listening, structure, reading and writing and it takes up to four hours to complete the
Sensitivity to the essential connection between the personal and professional factors in the lives of teachers is a key to the success of initiatives in the area of educational change (Surge, 2004). All significant change begins with self change. Leaders of educational change sometimes tend to focus too much on the change itself, which is external to the individual. Realising lasting changes in teaching and learning involve changing deeply held beliefs about life and world and long established dispositions in relation to particular aspects of learning, education and society. In this sense, accomplishing significant change is not just a professional matter.
Over the years I have found this to be extremely accurate. The first time I heard this saying was from my third-grade teacher, Mrs. Williams. In school I never had trouble learning or grasping the concept of the material that we were taught as students, therefore, I never put forth the extra effort to do any extra credit assignments or answer questions in class. Mrs. Williams noticed that I would never participate and one
My Sensory Mode My learning sensory mode, like most, is a mixed modality. My primary mode is kinesthetic and secondary is visual. This is of no surprise to me, and knowing how I learn helps me study and learn in ways that works best for my learning style. “If you discover how you process information best, you can learn things both more efficiently and in less time. By applying strategies that use your learning style, you can study faster and better.” (Hopper, 2016).
According to my AP Psychology textbook, **Psychology for AP** by David G. Myers, retrieval rather recognition of information facilitates better long-term memorization of learned material. Traditional assessments, such as tests with multiple-choice questions, heavily rely on recognition rather that retrieval of information. This means that alternative assessments are more effective in studying than traditional tests. Alternative assessments, such as essays, debates, and presentations, make students retrieve from their memory information relevant to complete the task. This as well as presentation of projects provide students additional opportunities to memorize course material without conscious effort, which leads to long-term memorization of the learned information.
Thus it can concluded that although like any method within the world of education, group work has shown itself to be a remarkable tool in helping students improve in general as well as overcome extremely difficult tertiary education courses. The easy implementation process is another crowning accomplishment of cooperative learning as it allows educators to focus more on the students and result instead of a multitude of steps concerning the process’s execution. Therefore it can be said that there is no end to the benefits delivered by cooperative learning, and that, educators and learners both should be encouraged to reap the multitude of benefits associated with this learning method in the effort of eventually reaching their full
The aim of the study conducted by Tindell and Bohlander (2012) is to investigate the students’ manner about mobile phone usage in college and its frequency in the classroom. The data were collected from 269 college students and a survey contained 26 questions was asked to the participants through an online system. The results indicated that 92% of the participants have sent or received a text message in classroom at least once or twice. Almost half of the participants expressed that instructors are unaware of how much texting occurs during lectures. In addition, if the instructor do not care about class and focuses on the lecture, students can easily text in the classroom.
The importance of these two interactive learning styles is easily to bee seen, since I have experienced two kinds of totally different educational environments. In Taiwan, where I had been studying tourism management for three years in university, I’ve never had any workshop and only one class activity was done in the class. For those three years, all I had done was sitting in the classroom with other sixty people, listening to the teachers consistently talking and highlighting the point for exams or even just giving the question of exams. I don’t have any experience of holding a class activity or organizing a workshop until I got to HTMi in Switzerland. Not like in Taiwan, class activities are often seen during classes here for mostly all subjects.