Being an independent learner, supervision and support

2020 ◽  
pp. 67-77
Author(s):  
Nicholas Rowe
Keyword(s):  
Independent Learner

The Significance of Teacher's Characteristics As Perceived by Teachers and College Students

2009 ◽  
Vol 25 (2) ◽  
pp. 194-199 ◽  
Author(s):  
Shoshana Rosemarin
Keyword(s):  
College Students ◽  
Gifted Students ◽  
Personal Characteristics ◽  
Behavioral Sciences ◽  
Teachers And Students ◽  
Independent Learner ◽  
Regular Classes

In the present study, the attitudes of teachers and students regarding different teachers' characteristics were investigated. The questionnaire, written by the investigator, consists of 25 statements and three open-ended questions. The statements relate to four categories: knowledge, didactic ability, personal characteristics, and sociability. The sample consists of 140 students from the department of behavioral sciences, 31 teachers of gifted students, as well as 52 teaching regular classes. The sample as a whole attributed great importance to expertise in the field and to didactic ability. The sample attributed slightly less significance to the ability to create a pleasant atmosphere in class, creativity, the ability to transform the student into an independent learner, the ability to individualize and differentiate the teaching, and flexibility. In general, the students attributed less importance to all the categories. The teachers of gifted students attributed more significance to the personal characteristics of the teacher, while the teachers in the regular classes attrributed more to discipline.

scholarly journals School Roles: A Way to Investigate Participation

2011 ◽  
Vol 21 (1) ◽  
Author(s):  
Jacqueline A Specht ◽  
Gillian A King ◽  
Michelle Servais ◽  
Marilyn Kertoy ◽  
Terry Spencer
Keyword(s):  
Academic Achievement ◽  
Students With Disabilities ◽  
Children With Disabilities ◽  
Role Identity ◽  
Depression And Anxiety ◽  
Southern Ontario ◽  
School Participation ◽  
Independent Learner ◽  
School Roles ◽  
Risk For Depression

Students who are more engaged in school have higher academic achievement, lower dropout rates, and increased involvement in activities during early adult-hood. Unfortunately, children with disabilities participate less than children without disabilities, thus increasing their risk for depression and anxiety. This study investigated the lack of school participation from a roles perspective. Roles refer to clusters of meaningful activities that are expected of, and assumed by, in-dividuals in various contexts of their lives. Fifteen teachers from Southern Ontario, Canada, were interviewed about the roles in which children participate in school and 24 students in grades 4 through 7 were observed in order to deter-mine the roles in which they engaged. Overall, students with disabilities engaged in less positive roles (Challenged Learner; Victim; Bully), while students without disabilities engaged in more positive roles (Independent Learner; Nurturer; Friend). Ideas for improving participation through role identity and engagement are discussed.

scholarly journals EFFECTIVENESS OF OBSERVE AND RELATE SELF - APPROACH (ORSA) IN ENHANCING THE GRAMMATICAL COMPETENCE: A

2021 ◽  
Vol 4 (2) ◽  
pp. 229-230
Author(s):  
Mary Rose T. Villanueva ◽  
Glen P. Cortezano
Keyword(s):  
Unique Feature ◽  
Grammatical Competence ◽  
Wh Questions ◽  
Positive Assessment ◽  
Quasi Experimental ◽  
Independent Learner ◽  
Different Levels ◽  
Pedagogical Approaches ◽  
K To 12 ◽  
Posttest Questionnaire

The study determined the effectiveness of Observation Response and Self-Approach (ORSA) in improving the grammatical competence of Grade 7 learners of Looc Integrated School. This study used the quasi- experimental design and pretest/ posttest questionnaire. ORSA was used as an approach to teach students grammar including WH questions, verb, and prepositions. This was limited to selected Grade 7 students with the lowest grammatical competence. The ORSA study was taken from the name of the author itself, a new way to assess students through positive assessments that explores the learner’s innate talents and skills and to reassure and to encourage the development of strength in students. It is also centered on the pedagogical approaches and emphasizes the use of positive assessment as to its unique feature in evaluating students’ performance utilizing non-threatening assessments that motivated the students to develop self-efficacy and eventually become an independent learner whose competencies acquired are internationally aligned and acceptable even during this new normal in the time of pandemic. The idea of ORSA can be anchored on Locke’s idea of reflection. Before applying the approaches, students got lower scores. After being exposed to the approaches, their mean scores increased. It can be implied that through the use of ORSA, the students think and question that they have learned through the persuasion of the teacher, they believed in themselves and in what they have learned. ORSA and K to 12, the two groups of student-participants have different levels of grammatical competence. As observed in the obtained means, students exposed to ORSA achieved higher grammatical competence as compared to students exposed to K to 12 teaching approach. This connotes that ORSA is proven effective in enhancing the grammatical competence of the students

Using Video for Reflection as an Independent Learner in a Field-based Practicum

2017 ◽  
pp. 115-138
Author(s):  
Mary B. McVee ◽  
Lynn E. Shanahan ◽  
H. Emily Hayden ◽  
Fenice B. Boyd ◽  
P. David Pearson ◽  
...  
Keyword(s):  
Independent Learner

scholarly journals Adult learning: What nurse educators need to know about mature students

Curationis ◽  
2015 ◽  
Vol 38 (2) ◽  
Author(s):  
Cynthia Spies ◽  
Ielse Seale ◽  
Yvonne Botma
Keyword(s):  
Adult Learners ◽  
Nurse Educators ◽  
Adult Learner ◽  
Learning Experiences ◽  
Secondary Analysis ◽  
Nominal Group ◽  
High Fidelity ◽  
High Fidelity Simulation ◽  
Mature Students ◽  
Independent Learner

Background: Most nurse educators regard students who enter postgraduate studies as adult learners capable of self-direction and independent learner behaviour. Therefore, a mismatch between the nurse educator’s expectation of adult learners and actual adult learner conduct may result in disappointment and even frustration for both educator and learner.Purpose: This article is a report of a secondary analysis of data that were collected to explore the high-fidelity simulation learning experiences of a group of postgraduate nursing students.The secondary analysis was done to determine whether adult learners who bring professional knowledge and experience to a postgraduate learning environment displayed adult learner conduct as proposed by educational theorist Malcolm Knowles.Method: Using a qualitative descriptive research design, data were gathered from 18 postgraduate nursing students who participated in high-fidelity simulation in a nursing school at a higher education institution in South Africa. The nominal group technique was used to collect the students’ ideas about improving their simulation learning experiences. A secondary qualitative analysis of the primary nominal group data was done.Findings: Data either confirmed or belied adult learner behaviour. Although the findings suggested self-directed and independent learner behaviour, they also revealed behaviour evident of dependence on the educator.Conclusion: Mature students have well established ways of thinking and doing that may hinder learning. Educators have to support adult learners in developing effective learning techniques in order to maximise the benefits of their experience and knowledge by fostering independence and self-direction.

Goals for arithmetic teaching

1963 ◽  
Vol 10 (4) ◽  
pp. 188-190
Author(s):  
Mary Elisabeth Coleman
Keyword(s):  
Elementary Schools ◽  
Good Teaching ◽  
Independent Learner ◽  
Basic Characteristics ◽  
Arithmetic Teaching

What is good teaching of arithmetic? Certainly the basic characteristics of good arithmetic teaching are those of good teaching in any subject. As an overall generalization, we can say that good teaching is that teaching which develops an able and independent learner. After enjoying the better part of a month in observing fifty different teachers of arithmetic in elementary schools, I found certain characteristics present in the teaching which the building principals and I agreed were “good.”

Problem-based student-directed learning in medicine

1993 ◽  
Vol 83 (6) ◽  
pp. 319-327 ◽  
Author(s):  
RL Coulson ◽  
PJ Feltovich
Keyword(s):  
World War Ii ◽  
Medical Student ◽  
Data Base ◽  
World War ◽  
New Knowledge ◽  
Directed Learning ◽  
Independent Learner

Since World War II, there has been an explosion of medical facts and knowledge. It is almost impossible for a medical student to memorize and retain all there is to know. Even if he or she could, the data base is constantly changing, and new knowledge is being discovered. It is the responsibility of the physician to remain current, even though there are no daily lectures. Problem-based student-directed learning offers the student a different context within which to learn and lays the foundation for becoming a lifelong independent learner.

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