Essay on My Learning Journey so Far

Scaffolding for this student would include activities to develop the technical vocabulary necessary to understand the reading materials, or having the teacher provide reading materials appropriate to the child’s reading level. Additional instruction may be needed in reading skills, to support the student in a reading activity. The zone of proximal development explains the need for student and task to match, making the task of learning attainable (p87). Teaching to one zone of proximal development is likely to leave some students frustrated and confused, while others can coast through the lesson (p88). It is not so important for the teacher to know exactly what the student’s status is, rather to be aware when the students are becoming frustrated, and are in need of more practice, or when the task is just right for the individual (p89).

In Vygotsky’s concept, zone of proximal development he explains that it is the distance between a child’s developmental level, which is determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance (Vygotsky, 1978, p174). This concept is highly used in education and in classrooms. For example, I work with a student who is eighteen years of age and has intellectual disabilities. During our morning routine he enjoys working on puzzles. He has a difficult time putting the puzzle together so I help him with clues and or prompt him to the puzzle piece that fits. He moves onto a new puzzle once I no longer have to give him clues or prompts. As I have tracked his progress he has needed less prompt than he did three months ago. The goal of this concept is that, as an adult collaborates with a child to help them move from where they are to where they should be with help by accomplishing the exercise through prompts, clues, modeling, and etc.

I have learned a great many things from playing soccer. It has changed my entire outlook on and attitude toward life. Before my freshman year at Cool high school, I was shy, had low self-esteem and turned away from seemingly impossible challenges. Soccer has altered all of these qualities. On the first day of freshman practice, the team warmed up with a game of soccer. The players were split up and the game began. However, during the game, I noticed that I didn't' t run as hard as I could, nor did I try to evade my defender and get open. The fact of the matter is that I really did not want to receive the ball. I didn't' t want to be the one at fault if the play didn't' t succeed. I did not want the responsibility of helping the team

In practice, the method which Kelly, Child’s A key worker, will be implementing is social constructive based. Such method will involve Child A and his key worker identifying what Child A is capable of doing independently, such as putting clothing in a basket rather than on the floor and then noting areas which could be promoted via the zone of proximal development (Vygotsky, 1978). This term was coined by Vygotsky (1978) to define the distance between what an individual could achieve independently and what they could potentially achieve when given guidance from a more knowledgeable peer. Wood and Middleton (1975) study in which children were asked to build a tower beyond their capabilities illustrated Vygotsky’s (1978) concept of the zone and proximal development through a method they identified as Scaffolding, whereby children were more likely to achieve success when in receipt of support which was holistic and best suited to their required need.

If I could say who I am as a learner, I would say that I am a risk-taker, and am very knowledgeable. I like this because I am not afraid to try new things, but I still know what I am doing. If you don’t be a risk taker and try new things, you can never learn anything. These are two very good traits to have, but I still have goals. I want to be more reflective and look back on my mistakes so I can learn better. My goals for behavior are to talk less and get more work done. The best way for me to work is to get a lot done and then take a lot of little breaks, sometimes I get carried away and start to talk and it gets crazy. I learned about this trait when I was a lot younger when I would clean my room. I would get distracted and start playing around, and then I would stop and clean really fast so I could take a little break again. I think this is a result of what type of learner I am. My color quiz results said I am yellow. That means I am very enthusiastic and try to change things where I can. I like to change things to make them more fun. So when I work, I take

Many people in history, as well as my mentors, have influenced my personal learning philosophy about early childhood learning.

Teachers take on the role of learner as well as instructor and are there to guide the discussion towards learning objectives without just forcing their point of view on students. Another very important part from Vygotsky’s work is the concept of a student’s zone of proximal development (ZPD). Vygotsky (as cited by Eggen & Kauchak, 2011) described it as “the distance between the actual development level…and the level of potential development…under adult guidance…or more capable peers” Once a student is within their ZPD, they can vastly benefit from ‘scaffolding’, this is assistance from either the teacher or from peers in a collaborative group to achieve a level that they would be unable to do independently (Eggen & Kauchak, 2011). This scaffolding can take many forms, using prompts and cues, asking pertinent questions, the most important point is not to do the work for the student but to guide in the right direction.

Vygotsky’s concepts of zone of proximal development and the more knowledgeable other person has led to the idea of scaffolding. Scaffolding, which encompasses both ZPD and MKO, is seen in almost all classrooms in today’s society. Scaffolding is a temporary support mechanism that aids students when they need it and then relinquishes control when the assistance is no longer needed. According to Lipscomb, Swanson and West (2004), scaffolding is used in classrooms by the “development of instructional plans to lead the students from what they already know to a deep understanding of new material,” and “execution of the plans, wherein the instructor provides support to the students at every step of the learning process.” Scaffolding encompasses the role of the teacher. The teacher acts as the most knowledgeable other to the student and then assesses the current knowledge of the students. The teacher decides which knowledge level the students should be performing at, and that gap between current knowledge and abilities and their potential is the zone of proximal development. In order for

During week one, my initial definition of learning was listening to an instruction, studying and then rehearsing that information in my mind, or categorizing it in a way so I could remember most of what was taught in the course. The class has opened a new dimension for me in the learning process; from understanding how I process information to deciphering which learning processes I use in intentional learning or metacognition. Understanding my learning patterns form dynamic learning relationship is a key element to my view of how and why I process the learning experience, even relating it to every day life.

I have heard that someone does not have to leave everything behind to figure out his or herself, but I am not sure that is completely true. Figuring yourself out is a lifelong process, but in your adolescent years, you start with nothing. And you can’t expect to figure everything out by staying in a place you have always known. I’m in college now, and I’m yearning to know who I am more than ever. What will I be out of college? Will I be okay? What will my career be? Why am I in college in the first place? These questions haunt me, and I don’t have answers for them. I’m learning the hard way to come to terms with being uncertain. What I do know is that I love learning, I want to learn all I can, and I want to be the best person I can possibly be.

I. Personal Profile: As I ponder over my thoughts and reflect on where I am in my journey of spiritual growth, all I can do is just thank God for all He has done. My spiritual journey has been full of ups and downs, but I would not change any of it because I had to go through the things I have went through to get to where I am today. Before I started living fully for Jesus, I was just existing and living my life without a purpose. I was lost and was seeking validation from everyone but God. My spiritual journey did not start until I realized that I was searching for happiness in all wrong places, and that my happiness was found in God. Once I discovered that and began building a relationship with God, my love began to increase for Him and all He has done. I began to see things clearer and God started removing toxic people out of my life and molding me into what he created me to be. In this season of my journey, I believe God is taking me through the pruning phase. In john 15:2 it says, “Every branch in me that does not bear fruit, He takes away; and every branch that bears fruit, He prunes it do that it may bear more fruit.” Jesus is stripping me from everything that no longer serves a purpose in my life. He is setting me apart and preparing me for my purpose on earth. God is changing everything about me from the inside out, and removing anything that is not of him and making me more like him. He is making me very uncomfortable, so that I have no choice but to learn to fully

When I was a kid, school for me was waking up early in the morning. I also have to study a lot in school, then after school I have to do homework. I remember my first day at school. My mom and dad, both were so happy and prepared but I was so nervous and cheerless. I didn’t like to wake up early in the morning for school , but as time flew by I started loving school which made me wake up with energy instead of tiredness. I began to enjoy the school as I made new friends and I got to know how it is like when you meet people out of your neighborhood. With my friends I had lunch together and study together. I started to understand what the purpose of the education system. Based on what I understood I think the purpose of education is really aimed at helping students get to the point where they can learn to be on their own. In this journey of education I had a lot of positive and few negative experiences,but the negative experiences also helped me growing. Positive experiences are my teachers helping me improve, and I improved more when I moved to the United States.

Growing up, I hated school. The sinking feeling I got hearing people talk about academics was distressing. Every time I heard the words “mathematics” or “language arts” used in speech I would cringe reminding myself of what I struggle with. Looking back at this struggle, I realize that it helped define the essential components of my personality. Without this hardship, I would not have the resiliency, enthusiasm, or diligence that I have today to face my educational and real - life endeavors.

As a very small child I don’t remember too much, but the things that I do remember were seen through a child’s eyes that has made me the person that I am today and I will always have those memory’s with me until my last breath on this earth. In this essay I intend to show how my childhood and adult life to this point has influenced my life, my journey. By utilizing the adult development theories from this class I also intend on showing how they relate to my Life experiences and where I am today as an Adult student.

My journey the day I left my home country in search of a better life was not as pleasurable or exciting as I expected. Although it was not a long flight, the accumulation of unexpected vicissitudes during the trip made my dream of traveling an absolute nightmare. Not only my sadness to be leaving my family behind, the uncertainty to fly alone and for the first time, or my inexperience with the procedures at the airport contributed to this calamity, but even my neighbor on the plane added his bit of sand in the affair. All this situation was such traumatic to me that I even considered never daring to fly again.