scholarly journals Self-Customization: Using a Portfolio to Enhance Learner Independence

2012 ◽  
Vol 54 (4) ◽  
Author(s):  
Marion Engrand-O'Hara
Keyword(s):  
Student Motivation ◽  
Learning Opportunities ◽  
Independent Study ◽  
Current Level ◽  
Learning Activities ◽  
Learning Approach ◽  
Language Competence ◽  
Approach To Teaching ◽  
Relevant Level ◽  
Specific Learning

This article is based on the principle that traditional in-class teaching does not have to be radically overhauled for individualised learning to take place. The premise is that students need to be trained as effective independent learners so that, having recognised a specific learning need, they are empowered to fulfil it rather than wasting time searching for the perfect bite-size course. To this effect, the FL section of RHI has been requiring a Portfolio of Independent Study from students on all courses since September 2002. The Portfolio has been developed, and constantly revised, not only as part of a learner-centred approach to teaching and a drive to increase student motivation, but also as a lifelong learning tool. Considerations such as tutors' workload and the limitations imposed by quality assurance procedures also had to be taken into account. RHI offer an Institution-Wide Language Programme, where courses last 11 weeks and can be taken as part of a degree. However, most students take them as an elective, and most are international students. With such a variety of backgrounds and needs, a learner-centred approach was a necessity. By completing a Portfolio of Independent Study, students are given a chance to take charge of their own learning by assessing their current level / capabilities; setting realistic goals for themselves; planning learning activities; selecting relevant, level-appropriate materials to work from; evaluating the effectiveness of an activity; assessing their own progress both in terms of language competence and in terms of learner-training; setting new goals for themselves and taking advantage of learning opportunities arising in daily life. Over the last eight years, we have been in tune with the students' reaction to what is seen as an unconventional learning approach. This article thus highlights the difficulties and successes of this endeavour.

scholarly journals Experiential Learning in MPA Programs: A Case for Complementarity between Internship and Service Learning Requirements

2016 ◽  
Vol 49 (01) ◽  
pp. 132-138 ◽  
Author(s):  
John David Gerlach ◽  
Tyler P. Reinagel
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Public Administration ◽  
Real Life ◽  
Learning Opportunities ◽  
Learning Activities ◽  
Learning Approach ◽  
Community Benefit ◽  
Education Today ◽  
Additional Exposure

ABSTRACTExperiential learning is a growing practice in higher education today. Master of Public Administration (MPA) programs use experiential learning to expose students to application and reinforcement of academic theories and concepts. This most often is accomplished through a required internship. This article argues for the addition of service learning requirements to MPA curricula. A complementary relationship between internship and service learning requirements yields four primary benefits: (1) further involvement of pre-service and in-service students in experiential-learning activities; (2) additional exposure to real-life application of course concepts; (3) better and more targeted classroom reinforcement mechanisms; and (4) additional community benefit. Complementarity between internship and service learning requirements allows the best of each experiential-learning approach to augment the other. We contend that this produces better-prepared MPA graduates by exposing them to a more diverse set of immersive learning opportunities and application scenarios.

scholarly journals BOTTOM-UP AND TOP-DOWN LISTENING PROCESSES WITHIN COGNITIVE CONSTRUCTIVIST LEARNING THEORY

Prominent ◽  
2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Titis Sulistyowati
Keyword(s):  
Language Skills ◽  
Constructivist Learning ◽  
Learning Activities ◽  
Learning Activity ◽  
Learning Approach ◽  
Top Down ◽  
Constructivist Learning Theory ◽  
Bottom Up ◽  
Language Competence ◽  
New Knowledge

The attention in Listening processes has switched from the text to the listener, from the process of identification to the process of understanding, and from the decontextualized memorization of definitions to developing language competence of students. This conception is then supported by the theory of congnitive constructivism which sees learning as the process of constructing new knowledge. This paper aims to explore activities which can be applied to develop listening language skills in a context of authentic learning within constructivist learning approach. The learning activity will be based on the features of constructivism which views learning as an active process and knowledge is not absorbed passively but it is invented by the learners. By integrating the top-down and bottom-up listening processes and cognitive constructifist learning activities, this process will facilitate students in elaborating their previous knowledge and constructing new knowledge.

PENGEMBANGAN VARIASI MENGAJAR DALAM MENINGKATKAN MOTIVASI BELAJAR

2018 ◽  
Vol 6 (1) ◽  
pp. 696-714
Author(s):  
ARIANTI Arianti
Keyword(s):  
Learning Process ◽  
Student Motivation ◽  
Teaching And Learning ◽  
Teaching Styles ◽  
Learning Activities ◽  
Learning Activity ◽  
Motivation To Learn ◽  
Strategic Role ◽  
Strong Motivation ◽  
The Individual

Abstract. This journal discusses the development of variations in teaching in increasing learning motivation. The learning process is an activity that involves an individual (physical and spiritual), learning activities are never carried out without a strong motivation or motivation from within the individual or from outside the individual who participates in learning activities. Therefore, the learning process requires the development and use of variations in teaching to generate student motivation. Variations in teaching include variations in teaching styles, variations in media and materials, and variations in teaching and learning interactions. Motivation has a very important role in learning activities, there is no learning activity without motivation, therefore motivation has a strategic role in achieving the goals or results of learning. Keywords: Development Of Teaching Variations and Motivation to Learn

An Active Learning Approach to Teaching Social Determinants of Health

2020 ◽  
Vol 6 (4) ◽  
pp. 266-273
Author(s):  
Jeanita W. Richardson
Keyword(s):  
Active Learning ◽  
Learning Style ◽  
Social Determinants ◽  
Learning Approach ◽  
Learning Style Preferences ◽  
Open Discussion ◽  
Approach To Teaching ◽  
The Individual ◽  
Style Preferences ◽  
The Impact

This active learning exercise is designed to deconstruct the impact of social determinants through the assumption of randomly selected personas. As an active learning exercise, it provides opportunities for discussion, problem solving, writing, and synthesis, while incorporating multiple learning style preferences. Part 1 involves assessing the individual social determinants at work. Part 2 involves exploring ways said determinants can enhance community health through collaboration. Assumption of personas unlike one’s own facilitates an open discussion of social position and ranges of factors influential to health without potentially evoking a sense of defensiveness associated with personal privilege (or the lack thereof).

Pygmalion and Employee Learning: The Role of Leader Behaviors

2009 ◽  
Vol 35 (5) ◽  
pp. 1248-1267 ◽  
Author(s):  
Xander M. Bezuijen ◽  
Peter T. van den Berg ◽  
Karen van Dam ◽  
Henk Thierry
Keyword(s):  
Employee Engagement ◽  
Goal Setting ◽  
Learning Opportunities ◽  
Learning Activities ◽  
Leader Behaviors ◽  
Pygmalion Effect ◽  
Exchange Relationship ◽  
Goal Difficulty ◽  
Goal Specificity ◽  
Feedback Data

The aim of this study was to investigate which leader behaviors mediate the relationship between leader expectations and employee engagement in learning activities. Based on Rosenthal’s Pygmalion model, five potential mediators of the Pygmalion effect were distinguished: leader—member exchange relationship, goal setting (i.e., goal specificity, goal difficulty), providing learning opportunities, and feedback. Data from 904 manager—subordinate dyads in six organizations showed that leader expectations were related to employee engagement in learning activities. Goal specificity, goal difficulty, and providing learning opportunities proved to be mediators. These findings suggest that goal setting lies at the heart of the Pygmalion effect.

The Development of Mobile Learning (M-Learning) Apps Adik-Adik Jawi to Enhance Learning Experience in Arabic Calligraphy

2021 ◽  
Vol 02 (01) ◽  
Author(s):  
Mohd Hatta Mohamed Ali ◽  
◽  
Anwar Hafidzi ◽  
Juliana Mohamed ◽  
Mariam Abdul Hamid ◽  
...  
Keyword(s):  
Mobile Learning ◽  
Teaching And Learning ◽  
Development Process ◽  
Learning Experience ◽  
Learning Activities ◽  
Learning Approach ◽  
Application Development ◽  
Research Article ◽  
Arabic Calligraphy

History has proven the development of Jawi calligraphy is in line with the development of Islam in the archipelago. It is the root of the nation’s identity that must be defended and maintained. As with other subjects, the challenge to learning Jawi calligraphy at this time is that the whole world including Malaysia is affected by the COVID 19 pandemic. Therefore, all learning activities are now geared towards teaching and learning from home (PdPR) as methods to ensure the continuity of education. Therefore, it is very important that Jawi calligraphy is given a new breath in teaching and learning. This research article will discuss the mobile learning approach (M-Learning) for Jawi calligraphy. Important elements discussed include the application development process according to the needs of teaching and learning activities. The features of the application that contribute to the improvement of students’ learning experience as well as the results of tests performed on students are also stated. The success of this M-Learning application for learning Jawi calligraphy will certainly be able to be further expanded to the learning of other subjects in various fields.

Making teaching visible through learning opportunities

2017 ◽  
Vol 98 (8) ◽  
pp. 54-58
Author(s):  
Bradley A. Ermeling ◽  
Ronald Gallimore ◽  
James Hiebert
Keyword(s):  
Learning Opportunities ◽  
Teacher Behaviors ◽  
Regular Part ◽  
School Systems ◽  
Policy Initiatives ◽  
Recent Policy ◽  
Specific Learning ◽  
Rate Teacher

Observing teaching with a practiced, professional eye can yield valuable insights into the specific learning opportunities that students are (or are not) provided. However, recent policy initiatives have emphasized using formulaic rubrics and checklists to rate teacher behaviors and evaluate their use of particular instructional moves. Rather than investing so much time and money in such an approach, which is designed to evaluate teachers’ performance, school systems should focus on helping educators observe teaching in more sophisticated ways and make such focused observation a regular part of their professional routines.

scholarly journals Stymulowanie przez nauczycieli aktywności samokształceniowej uczniów klas 1–3 szkoły podstawowej – raport z badań

2021 ◽  
Vol 20 (2) ◽  
pp. 257-276
Author(s):  
Jolanta Flanz
Keyword(s):  
Primary School ◽  
Scientific Literature ◽  
Learning Activities ◽  
Independent Learning ◽  
Learning Approach ◽  
Primary School Students ◽  
School Students ◽  
Multi Level ◽  
Grade 3

The necessity of developing students’ competences concerning independent learning is easily noticeable in both Polish and international educational documents as well as in scientific literature. This article contains an attempted answer to a question in what way teachers stimulate independent learning activities of primary school students (grade 1 to grade 3). This was the aim of the research conducted with the help of selected group of teachers from Kuyavian-Pomeranian Voivodeship in Poland. The research checked for instance how the teachers encourage the students to independent learning, how they are formulating their homework tasks, and whether they apply the multi-level learning approach. The results of this study are presented in this report.

Sign in / Sign up

Export Citation Format

Share Document