Expeditionary Learning Program

By teachers collectively engaging in participatory decision-making, using data, designing lessons, and examining student work, they deliver rigorous and relevant learning for all students and also personalize learning for individual students.

I see students as the next generations’ heroes in so many fields. In my vision, I have to inspire students and prepare them with confidence, knowledge, experience and skills. Which means I encourage, communicate, guide, teach, and assess students in order to enrich their infrastructures.

As an educator, it is my job to find new ways for my students to learn that coincides with their particular learning style and takes advantage of their strengths. In all practical terms, this will mean finding new ways for each of my students to learn in their own particular way. As a whole, my students will need more reason to learn with authentic experiences, hands-on

As a recent graduate of Iowa State University with a Bachelor’s Degree in Art and Design focusing on art history and education, the position as Education Coordinator and Advisor at Buena Vista University captured my attention as an opportunity to work with students through educational programming. As a recent college student, I provide a valuable perspective on academic advising through my own personal experiences. I have learned many advisors lack in truly connecting and catering to each student’s individual situation and needs. Buena Vista University, a relatively small area college, provides an opportunity to fully connect and provide personal one-on-one experience all students deserve. Subsequently, students gain the absolute most out of their college education. A large part of my career goals entail helping students of all ages engage, thrive and connect in their own individualized way.

Lifelong learning is fostered when the teacher is a mentor and coach who shares an enthusiasm for learning. By demonstrating that fun and creativity are parts of learning, students will be able to find joy in learning. Instead of a behaviorist classroom of skill and drill and motivation based learning, a constructivist classroom is what I plan to implement. With a hands-on approach and self-discovery, constructivism focuses on the journey to discovery and the individual student. One aspect of learning I plan to implement in

My students will be facing a person who inspires and encourages them to strive for greatness, live to their fullest potential and see the best in themselves. Students learn through me, through my commitment to excellence and through my ability to make them realize their own personal growth. I will be there for my students willing to give them advice and guidance. I also gained relevant knowledge when working on this artifact; now I feel myself more skilled to help my students develop a love of learning and become lifelong learners as well as understand themselves and those around them. I have also realized that much of what students learn from us, the teachers, is not detailed on a syllabus; we are who help them grow as responsible people, acquire talents they bring with them to school, and develop new, necessary skills and abilities to be successful in school and in

In the realm of the world we call college, there are many different paths one can take. When choosing the path of being an education major, one begins to see the benefits of their choice long before they see their degree. The field experience that is required with the courses one has to take for this major allow students to dip their toes into their field and get real life experience before entering the real world. This semester, I had the opportunity of working at Oasis Tutoring Center. While tutoring at this center, I was not only able to learn more about my ability to teach, but also connect these experiences to the psychology of education.

Concepts and skills are introduced to students through focus lessons that include statements of purpose as well as modeling, demonstrating and thinking aloud. The cognitive responsibility shifts more towards the student under my guided instruction. This allows students’ the opportunity to apply the learned skill or concepts to commit to learning.

Students are able to see themselves as individuals with various skills and abilities, and understand that they can make choices about how they wish to move forward

This semester I was enrolled in Education 2120 as well as 2130 which required a total of forty field hours at the placement site Oasis. I was hesitant going into the program as I was not quite sure what to expect. I was capable of acquiring the vast majority of my hours at Oasis; however, due to my work schedule and the hours of operation there I had to acquire the remaining few in an elementary school. I am thankful for my time spent this semester as it opened my eyes to what life in the classroom may be like and it also allowed me to interact with a culture I did not know much about. Regardless of the cultures present in my future classroom I feel equipped to be able to effectively make a difference in the lives of children I

Bridge Builder Academy is a school executing visionary strategies and challenging well-established notions about the very nature of primary and secondary education. . It is our obligation as parents, educators and community members to cultivate our children’s minds to their fullest potential, as they will lead us to their fullest potential, as they will lead us into a profitable, dynamic future. At Bridge Builder Academy, we strongly believe that students with any unique learning style or social emotional concern are as likely to be tomorrow’s leaders as other students, Albert Einstein, and Leonardo da Vinci, Thomas Edison were all splendid and innovative

Student-centered classrooms have a lot in common with democratic and inclusive classrooms. In both, students take responsibility of their own learning. They work well with their classmates and are invested in gaining new knowledge. The role of the teacher is also similar. Teachers guide students by providing examples and modeling new concepts. They positively play off of individual differences and place emphasis on what strengths each student adds to the class. The content they cover is relevant to the real-word and challenges the students.

Society expects for students to be able to learn and comprehend any information that is being thrown out. Some students seem naturally enthusiastic about learning, but many need-or expect-their instructors to inspire, challenge, and

Self-initiated learning is a key aspect of Rogers’ beliefs for a lasting education. He notes that when a student is fully engaged with the subject matter, they are more likely to retain the significant information they have been taught. When developing a curricular activity to represent Rogers’ experiential learning theory, we must remember to assemble a curriculum where the student can reflect on their work. As a secondary school art classroom focuses on work developed by the student, the assignments are often structured with a curriculum created by the educator. Assignments and art pieces are put in place to help the student learn the foundations of art and art history. Although students create the art pieces, they are often confined to the outline created by the teacher.

In a broad sense, the article emphasizes that many teachers aren’t sure where to start with personalized learning. Higher level thinking requires a teacher to think beyond each student’s innate abilities, by finding ways to challenge the student. By choosing materials and concepts that are slightly above a student’s current academic level, the teacher is initiating an aspect of learning that is vital to any students’ learning;