Taking Ownership Of Learning Process

Initially, learners will explore factors that affect learning, then plan and monitor their personal and professional

A learners’ reason for wanting to learn something new can affect their motivation. A learner who is self-funded and wants to learn for personal or job progression reasons is likely to be more highly motivated than some who been “told” to attend, sent against their will or who is not interested in the subject.

Learners are increasingly being encouraged to take responsibility for their own learning, extending both to

It’s important for me to identify my ‘Learning Style’ because it maximises my own personal learning; Honey and Mumford states ‘’each learner ought to understand their learning style and seek out opportunities to learn using that style’’ to do this. I’d say I’m very particular about the way I go about learning and I am not entirely open-minded in my approach to

The three phases of Teaching the Gradual Release of Responsibility are; I do it, We do it, and You do it together. This model is a guide for instruction that requires the teacher to emphasize instructions that mentor students into becoming independent capable thinkers.

A driving objective for a teacher is to affect students to advance their expertise in education by finding them the correct course. The teacher should promote positive motivation and inspiration by adhering to legislation and codes of practice which will increase every student’s focus in developing and bridging gaps to display eagerness towards a healthy broad mindset, creative thinking and brighter approach. A mentor should coordinate assessments which will reinforce the ability to perceive individuals’ abilities and knowledge progressions and moreover support them further to boost their learning capacity to acquire a well-established national standards skill set.

Motivation can be defined as the desire or inspiration to carry out specific tasks or to do something. Motivation is required when goals are being set and more so in their execution. In a work setting, motivation can be defined as a process through which individuals choose between alternative forms of behavior with the aim of achieving personal objectives. The goals sought by individuals can be extrinsic or relatively tangible such as monetary rewards and promotion, or intrinsic or intangible such as self esteem or job satisfaction (Armstrong, 2006). In learning, the desire to attain good grades is what motivates a student to study hard everyday as they prepare for the exam. On the other hand, for a teacher to put his best foot forward, he

1.Explain what the phrase “taking ownership of your learning” means to you? Taking ownership of your learning means to take responsibility for your own education. You are responsible for ensuring that you understand the information, and you are responsible for clarifying anything you do not understand. It also means that you have to take initiative to study the topic on your own 2.Explain how you set personal educational goals and monitor your own progress.

An effective classroom must be based on students taking ownership of their own learning experience. In my classroom

I believe that to take ownership of my learning, I must continually empower myself, challenge myself, and be proud of myself. I also believe that when taking ownership of learning, that also requires me to take ownership of my mistakes.

I feel that Carol Dweck’s self-theory of motivation is the best fit for describing my behavior. This is because I control what happens in my life. I do not allow others to put me down or my grades, I continue to stay positive in my ability to succeed. As well I allow criticism into my life because I feel that it helps me become better in what I struggle in.

In this task, students also identify, explore, and develop personal and learning goals, and strategies to achieve them. They select and develop at least one capability relevant to achieving their personal and learning goals.

The phrase taking ownership of my learning is a personal statement reminding me to take responsibility of my time. First, I need to be honest with myself on how much I can get done on a daily basis and therefore commit to a steady homework schedule. Consequently, If I do not create a reasonable homework schedule, then I run the risk of becoming overly stressed out, causing problems for those around me. The ones immediately affected are people close to me. My family and those that I have other commitments to are most affected by my choices. Therefore, by accepting that I have committed to taking this class, or any class through the University of the People, I am obligated to hold up my end of the bargain, or accept the repercussions of my actions which may be minor initially, over a long period of time can cause significant damage to relationships. As stated in the article Course Overload; Students Stressed by Too Many Classes by The Pauw Wow. Velda Goldberg, the Academic Dean of Saint Peter’s said, “I see students overextending themselves on a regular basis,” she said. “In the process, not only do they become stressed out, but their studies suffer as well.” I realize that the University of the People has a different academic plan than most Universities. .Because of the nature of the University of the People course load recommendations are only two classes, whereas at other universities

Taking ownership of my learning means that, as a learner I do take the driver 's seat in the advancement of my educational career. There is greater autonomy at my disposal when I am able to interact with the subject matters being taught to me in more flexible and involved manner. Tools availed to a learner who is in charge of his learning process are quite effective. These include peer reviews, which enable me to get involved with fellow learners’ work. Particularly, peer review learning greatly encourages students to employ their judgment and to be able to encouragingly do so. Many a time, when I encounter another student’s work during review, it gives me a different perspective from my own. In some cases, it would be similar but with slight variations that are more inclined to the way my fellow student understands the subject as well the questions being asked. Therefore, it allows for flexibility, continuous learning through other people’s work and to be objective when giving feedback. I do take the feedback I get from fellow students seriously and use it to patch up my weak points. This guarantees an ongoing development and at the same time, makes learning a very enjoyable experience. Everyone loves to be in control and I am no exception. Taking charge of my learning gives more clarity to me because I am able to have a bigger picture of where I am headed; in other words, it makes goal setting quite easy. Whereas, when the teacher has the reigns in my learning, it is a

Therefore, I strive to instill the love of learning and share my own enthusiasm for learning with my students. I want my students to become active participants in their own learning and cultivate the habit of critical inquiry and analytical thinking. From cognitive strategies to metacognitive strategies, I expose my students to tools and strategies to become autonomous learners. Every semester my ultimate teaching goal is to orchestrate a class that is vibrant, active community of self-motivated, life-long learners who are relentlessly fascinated and curious about language, culture and the world around