Developing Self-Directed Learning Skills for Lifelong Learning

This chapter seeks to provide guidance to learners on what may be for many a new perspective on learning that is different from learning styles developed in 13 years of K-12 education. Strategies such as rote memorization and other passive learning techniques may have been sufficient for K-12 classroom learning, but higher education, workplace, and online learning environments require more active and sophisticated learning strategies. It is the perspective of this chapter that the fundamentally different nature of post-K-12 learning and the constant acceleration of changes in knowledge will force learners to develop a more active and self-directed learning style.

Análisis filosófico sobre el currículum de Educación Física en Chile (Philosophical analysis of the Physical Education curriculum in Chile)

La Educación Física moderna surge con la fundamentación de la filosofía moderna, en la cual destaca la corriente racionalista y positivista. De este modo, las primeras bases curriculares se desarrollaron con el enfoque conductista de la pedagogía por objetivos, orientado por la estandarización, la univocidad ideológica, la mirada objetivista de la corporalidad, la reproducción de contenidos didácticos, el aprendizaje pasivo, la rigidez, el discurso de neutralidad y la obsesión por la eficacia. Después de varias décadas de aquella perspectiva surgieron en el mundo y, sobre todo, en Europa, perspectivas teóricas que propusieron bases filosóficas posmodernas. Orientadas por la relatividad, la pluralidad ideológica, la mirada subjetiva de la corporalidad, la flexibilidad, la contextualización, el posicionamiento histórico-cultural y el aprendizaje activo. Aquella mirada posmoderna no estaría muy reflejada en el contexto escolar chileno, de modo que este ensayo se propuso analizar desde la perspectiva filosófica algunos aspectos problemáticos que existirían en torno al currículum de Educación Física escolar en Chile. Los resultados del análisis muestran tres aspectos curriculares conflictivos, asociados al SIMCE de Educación Física, al enfoque orientado a la salud que propone el nuevo nombre de la asignatura y al diferente paradigma curricular entre la formación inicial docente con la realidad escolar. Este conocimiento refleja que existen importantes desafíos curriculares en torno a la asignatura y el contexto estudiado, sobre todo, para integrar los nuevos saberes contemporáneos. Aquello también exige un amplio debate en torno a la materia y una amplia participación del profesorado como del alumnado. Abstract. Modern Physical Education arises with the foundation of modern philosophy, in which the rationalist and positivist current stands out. Thus, the first curricular bases were developed with the behaviorist approach of pedagogy by objectives, oriented by standardization, ideological univocity, the objectivist view of corporeality, the reproduction of didactic contents, passive learning, rigidity, the discourse of neutrality and the obsession with efficiency. After several decades of that perspective, theoretical perspectives emerged in the world, especially in Europe, that proposed postmodern philosophical bases. Oriented by relativity, ideological plurality, the subjective view of corporeality, flexibility, contextualization, historical-cultural positioning and active learning. That postmodern look would not be very much reflected in the Chilean school context, so this essay was proposed to analyze from a philosophical perspective some problematic aspects that would exist around the school Physical Education curriculum in Chile. The results of the analysis show three conflicting curricular aspects, associated with the SIMCE of Physical Education, the health-oriented approach proposed by the new name of the subject and the different curricular paradigm between initial teacher training and school reality. This knowledge reflects that there are important curricular challenges around the subject and the context studied, above all, to integrate new contemporary knowledge. This also requires a broad debate on the subject and a wide participation of both teachers and students.

Postgraduate student’s perception on preclinical prosthodontics curricula: A web-based survey

This study aimed to determine the current background of teaching pre-clinical prosthodontics for post graduate students. It describes the perception of post graduate students regarding the effectiveness of the preclinical prosthodontic curriculum in preparing them to operate efficiently in the clinical setting.: To assess student’s knowledge and perception of preclinical postgraduate prosthodontics course in different dental colleges of India.: The study sample was obtained from 148 postgraduate student, both male and female, an anonymous questionnaire consisting of 15 questions regarding knowledge, attitude and practice of the preclinical curriculum. This research was conducted after getting permission from the respective authority and consent from all respondents. Data acquired from structured questionnaires were analysed and compared by simple percentage method.After careful assessment and graphical representation of responses acquired from participants, results were formulated. Participants expressed through open ended and closed ended questionnaire that exercises conducted for complete denture prostheses and fixed partial denture prostheses were adequate and preclinical curriculum for implantology and maxillofacial prostheses needs to be streamlined.This paper has found that, while all schools make efforts to ensure that their postgraduate dental students are best prepared for subsequent independent practices, prosthodontic education varies among schools. Although some trends in curricular formats and content are evident. This survey indicated that active and passive learning for preclinical prosthodontics and frequent feedback from students plays a vital role.

Making 20% Matter Most: Meeting the Needs of Gifted and High Ability Students Through Type III 20Time (T4) Projects

A 9th grade Honors English class creates and publishes original poems, art, fiction, and nonfiction products through an activity called “Type Three – Twenty Time = T4.” The instructional method merges elements from Renzulli’s Type III process with elements from Brookhouser’s 20Time Project-based learning model. Each student researches an interest passion topic and creates a related original product or service for a real audience. Upon reflection on the experience, the author identifies evidence-based practices including compacting ELA course content to create time for the T4 process; enhanced student engagement; active learning versus passive learning; improved writing skills; quality presentation skills; higher level creative and critical thinking; and upgraded 21st Century skills.

EXPRESS: When the Honeymoon is Over: A Theory of Relationship Liabilities and Evolutionary Processes

We draw on the sociological theories of the “liability of newness” and the “liability of adolescence” to generate new insights into relationship evolution. First, we show how a new relationship during its “honeymoon” exhibits a unique constellation of two conditions, namely information asymmetry and forbearance. Next, we explain how a relationship evolves along two processes that involve passive learning and decay, respectively. In themselves, these processes will move a relationship towards a long-term “transactional” state and possibly termination, but the processes can also be actively shaped using governance mechanisms of various kinds. The latter, however, requires a nuanced account of types of governance mechanisms and the particular conditions they are intended to induce. We consider how the general mechanisms of (1) incentives and (2) information sharing can be deployed in standardized or customized fashions, respectively. Next, we suggest how different manifestation of governance mechanisms impact a relationship’s underlying evolutionary processes and evolved relationship states. In general, our framework represents a new perspective on relationship evolution; one that involves the purposeful management of initial conditions and their related evolutionary processes.

Active math and grammar learning engages overlapping brain networks

We here demonstrate common neurocognitive long-term memory effects of active learning that generalize over course subjects (mathematics and vocabulary) by the use of fMRI. One week after active learning, relative to more passive learning, performance and fronto-parietal brain activity was significantly higher during retesting, possibly related to the formation and reactivation of semantic representations. These observations indicate that active learning conditions stimulate common processes that become part of the representations and can be reactivated during retrieval to support performance. Our findings are of broad interest and educational significance related to the emerging consensus of active learning as critical in promoting good long-term retention.

Plato unmasks hidden limits of tele-education

Plato’s powerful metaphor of the Cave, from Republic, further advances a critical assessment of the hidden limits of distance learning. In the Cave, individuals are restrained to see only straight ahead to the images projected from behind them onto the wall in front of them. As in the Cave, in tele-education the dynamism of learning is replaced by passive learning. Not only do learners become largely passive with respect to their teacher, but also to each other. These effects are masked from teacher and learner alike by the technical prowess of distance learning and teaching, a version of Plato’s Cave. Tele-education has at least three undeniably salient features: safety, convenience, and cost savings. Two and a half millennia after Plato gave us the concept of mimesis and the metaphor of the Cave, we can use these philosophical tools to unmask hidden limits of tele-education.

Problem-based Learning Combined with Team-based Learning in Sports Biochemistry Courses

Explore Problem-based learning (PBL) combining with Team-based learning (TBL) in sports biochemistry course sugar metabolism and movement section theory and experimental teaching, relative to the traditional teaching methods, the two method teaching makes students passive learning for active learning, increase the interest in learning, at the same time exercise their team spirit and active access to learn, improve their self-study ability, practical ability, scientific research ability, at the same time cultivate the consciousness of lifelong learning, the effect is remarkable.

Development of Student Worksheets (LKPD) Based on Problem Based Learning to Improve Learning Outcomes in Business Economics Subjects

The curriculum in Indonesia is currently curriculum 2013, especially on the basic framework and structure of the vocational curriculum that states that the 2013 curriculum was developed with the improvement of mindset, among others: educationthat focuses on teachers so focused on students, as well as passive learning so active learning. Therefore, as a teacher can develop the learning process, especially learning resources that are able to explore the ideas of students into an innovative and critical so that they can produce and solve theirown problems,through problem-based LKPD learning. This method and type of research is a development study with a 4-Dmodelby Thiagarajan and Semmel. The findings in this study are the use of problem-based learning-based LKPD and the response of students who were found to be positive or good