Learning's Reflection On The Experience Of Learning

Through the book Power of Mindful Learning, the author Ellen J. Langer challenges traditional methods of learning and proposes new ways to better learn a subject. Through her concept of mindful learning, Langer enlightens the readers of ways to digest new information and learning new skills by being open to novelty, having alertness to distinction, sensitivity to different contexts, awareness of multiple perspectives, and orientation in the present. In the fourth chapter of the book Langer goes through some limitations of repetition in memorization known as rote memory and gives out interesting examples of how rote memory tactics can create the appearance of knowledge gained at first however could potentially disabled the learner when greater perspective is needed to create personal connections and make relevance. She describes memorization as "...a strategy to taking in material that has no

The types of learning strategies were focused on teacher-directed, teacher-facilitated, and learner-directed strategies. Both traditional and active learning principles were incorporated in the plan as well. The Traditional learning principle is focused primarily on teaching the student through a lecture or presentation, which is correlated as a teacher-directed strategy. This strategy is focused primarily on teaching the student through a lecture or

Having had the opportunity to assess children’s learning during PPL3, it is clear that there are certain strategies that best suits the needs of individuals. From studying lesson plans and evaluations, and from general observation it is clear that group work was often beneficial, and gave the children the chance to work with peers of different ability levels and different learning styles, so that they were able to develop and learn from their peers. Group work is great for getting children to work collaboratively, whether this is as a pair, or as a group of 6, or a group of 12, it takes them out of their comfort zones and to adapt to new situations. Using different strategies such as think-pair-share and mixed ability groups as well as self chosen groups can really determine the quality of children’s learning. I shall be looking into these strategies and reviewing my own teaching and how they were beneficial or detrimental towards a child’s education.

Within the book Mastering the World of Psychology chapter five covers a basis surrounding the process of learning and how it relatively has permanent changes on behavior, knowledge, capability, or attitude (“Book”). These affects are acquired through everyday experiences such as actions that take place, enhancing our understanding of everything encompassed around us. As we continue to observe and apply associative learning we continue enhance our understanding of the world we live.

Learning is the process of attaining new, or modifying and reinforcing existing knowledge, skills, behaviours and values. To learn is to build upon what humans already know and occurs as part of personal development. All human beings are born as blank slates (Tabula Rasa) and it is through forms of primary and secondary socialisation such as: the family, peers, workplace, religion and education; that we learn knowledge and appropriate behaviours. There has been much discussion surrounding the research that has been made into how individuals learn. Bloom (1976) a key researcher into the ways learning takes place within an educational environment believes that learning takes place through three domains which are, cognitive, psychomotor and affective, however there are many other theories and principles of learning that have been identified.

Reflection is thought by linking recent experience with early experience to promote more complex and interrelated mental models or patterns. The thinking involves looking for commonalities, differences, and interrelations beyond their superficial elements. The goal is to develop higher order thinking skills.

It is important that teachers consider the factors in how they group their students together. Each grouping method has positives and negatives and suits some learning tasks more than others. The main methods of grouping are; ability, cross ability, cross ability varied, friendship, interest, student, selected, cross-age, eclectic, pairs and whole class (Whitton et al., 2016). Teachers should consciously select a method after considering the pluses and minuses for each and how well it will work among the students in their specific class and with the specific purpose that they have planned. For example, in a class where students are often talkative and noisy, allowing students to select

Group work was one of the strategies used to assess students. The purpose of group work is for students to build social skills. The weakness I observed with group work is that some members don’t take group work seriously and the bulk of the work is placed on one individual. For participating in the course one was required to discuss different topics weekly with peers. This procedure enlightened me to new strategies that I wasn’t privy to due to the level I teach. However, I felt at times that the discussions was not edifying but complimenting peers. Furthermore, the coordinator scaffold our learning during the discussions by reviewing our posts and providing feedback where

Have you ever thought to yourself, “How am I going to get all this work done by myself?” Well, we definitely have! This is why we agree that working in groups is the way to go. It has many great effects on students and teachers. Which means everyone gains from group work.

To start off, we need to know what learning really is and how it is done. According to “Biology of Learning”, to learn

Learning is one of important processes in human being life. It is self-evident that human development cannot stand without a proper learning. Since Learning provides unlimited Benefits, people should learn and experience it.

Nate, as your learning journey continued through out the year I saw you use processes such as exploration, collaboration and problem solving across all aspects of our curriculum. I was able to develop an understanding of you as your way of deeper learning became clear. I understand that you like to explore the world you live in through hands on experiences that develop your problem solving skills like the way you worked out how to role the tyre down the hill, or how your were able to represent your way of thinking by creating patterns with the loose parts. Nate you continued to develop your dispositions for learning through trial and error, like when you worked out how to connect and disconnect the Lego bricks or when you used the hammer and nails. Through out the year I was also able to see you develop dispositions for creativity as you were involved in many opportunities that allowed you to express meaning through various forms of art. Towards the end of the year I was amazed by your ability to cut paper. Nate, next year you will have amazing opportunities that will strengthen your problem solving, inquiry, experimentation and investigative skills. These opportunities will continue to build up your cognitive skills as well as your confidence.

Type of activity – The type of activity that the students are to perform can impact on how effective the group work is. Planning what is the objective of the lesson and how the activity is best suited for that outcome needs to be taken into account if group work is the best approach for the activity. Group work can be very beneficial to student learning but also needs to be used in the correct way. The benefits of group work consist of increasing interpersonal skills, extended thinking and also heightened emotional development (Whitton et al., 2016). These benefits need to be assessed as to whether the activity will help promote these or group work is planned just for the sake of it.

Contemporary teaching styles and methods are used to promote your learning with a specific focus on the Harvard case method. The objectives of this course are

Another effective teaching approach is role plays. Different groups discuss and evaluate different topics that are demonstrated in the form of a play to the rest of the class. This makes roles plays an effective learning strategy not only for members in the group, but to the entire classroom.