Written Assignment 4.1: What Is The Process Of Active Learning

• What are the main priorities in your action plan for the next few months?

As with the development of many new ideas, self-directed learning has created some confusion in that many related concepts are often used either interchangeable or in similar ways. Examples include self-education (Hosmer (1847), Dickinson & Clark, 1975, Smith 1976, Snedden 1930); self-directed learning; self-planned learning (Tough 1966); self-instruction (Johnstone &Rivera 1965, Smith 1976); individual learning (Smith 1976); autonomous learning (Houle 1962, Miller 1964, Moore 1980, Smith 1976); independent study or independent learning (Jourard 1967, Moore 1972); and self-access learning (Dickinson 1987). Yet these terms offer varied, though often subtly different, emphases. To illustrate these differences, several views of self-direction can be compared and contrasted.

According to Christopher R. Poirier and Robert S Feldman’s (2007), students who participate in classes that have students use IRT or individual response technology claim to learn more in class and tend to have higher test scores and a better grade point average than of those who do not attend classes that include the active learning in class. The researches want to test if and how active learning (students who participate in in class activities) would affect the outcome of their g.p.a and test scores.

The main weakness that I encounter largely throughout my life would be stress management. I encountered stress a lot as a child and it has continued to take over me sometimes even as a young adult. I struggle to talk about my stress to others which

Active learning strategies consist of a large and different variety of activities that share the common factors of involving students in thinking about the knowledge and information they are doing (Bonwell & Eison 1991). These strategies are used to engage students in critical thinking, communication with peers, expressing ideas, exploring their own attitudes and values, giving and receiving feedback, and reflecting on the learning process. These strategies are done with the students inside or outside the class, completed by working as individuals or in groups, and can be done with or without the use of technology. When the instructors use active learning strategies, they will typically spend more time in helping students developing their

The essential aspects of a self-directed, intrinsically motivated, active learner seem self evident, but often aren’t. One major aspect of attaining these attributes involves the setting of personal goals, and monitoring your progress towards these goals. In addition, these types of learners are not driven by the need for some form of external praise, but are instead motivated by some type of intrinsic reason. They want to learn for themselves, not for others. These types of learners do not leave their education within classroom doors, but instead try to make connections between what they learn in class, and what they have learned in their private lives. These type of learners are truly interdisciplinary in their approach to picking up new information and making connections. These learners don’t simply absorb what their teacher tells them, but instead uses their teacher as a guide to more education. In addition, these types of learners are very attuned to the idea that you can learn more from collaboration than you can alone. Two minds (or more) are better than one!

At last, motivation is another important component of self-regulated learning to help students be more successful in their academic endeavors. Motivation in common is defined as an internal process that activates, guides, and maintains behavior over time. In other words motivation gets you going, keeps you going, and determines where you’re trying to go (Slavin 2000). Particular in self-regulated learning, motivation is the sprint to encourage students to drive their academic goals toward the finish line directly, the sprint is initiative and voluntary. Motivation can help students

Motivation is defined as the ‘process that initiates, guides and maintains goal-oriented behaviors.’ Motivation (arousal by internal energy) is what makes a person want to press forward and achieve their aspirations. Ormrod (2008) shares the need for arousal and refers to the basic need for stimulation

In my own experiences I have witnessed that if the context and motivations are right then self-directed learning will almost certainly occur. In my own experiences, I see SDL as an attribute that is present in educators that have been effective over long careers. They

Activity-based learning is an activity or activities used in an educational process to make students learn. The teacher incorporates activities of some type in teaching to make students learn using an activity or activities as a base for learning. It is a methodology where children of different ages are grouped together in one class and learn at their own pace through teacher-facilitated exercises.

Active learning is a process where students engage in activities such as discussions, reading, writing and thinking critically and creatively. Passive learning involves the absorption of knowledge, students gain knowledge from an instructor. Active learning tends to be of more advantage comparing to passive learning where it helps the students to incorporate more ideas and input. The students will have a higher participation and help increase critical thinking in students. The learning helps to better the needs of students with varying learning styles. Active learning helps students in exploring personal attitudes and values making them interact with each other in class. It can be either an outdoor or in-door activity whereby students can learn

Self- directed learner is a descriptive method where the students, with support from the instructor, decide what and how they will learn. It can be done individually or with group learning, but the general idea is that students take ownership of their learning. Students therefore choose different learning objectives and outcomes based on their personal interest and strengths. Essential aspects of such people would be; they are able to manage and monitor their learning goals, and also have a time frame for accomplishment, as they usually have a feeling of being responsible for their learning. They work hard to assess their needs as they learn, and get help when necessary, because they are always motivated to take new challenges. They are always eager to gain knowledge and experience with peers or with just anyone they can learn from. Also, they are reflective and likes to evaluate their outcome, in order to know where to improve on (Garland, 2017). Intrinsically motivated person is that individual whose motivational spurs come from within, and such person will desire to perform a task because it’s

According to (Crlt.umich.edu, 2016) active learning is where pupils engage in activities like reading, writing, discussion, or problem solving that promote analysis, synthesis, and evaluation of class content. Active learning can help to get students more engaged directly with their learning. Active learning is a methodology that indeed interests’ students, as they are actively engaged in the work that they are doing. “Active learning is "anything that involves students in doing things and thinking about the things they are doing" (Bonwell & Eison, 1991, p. 2).

Active learning is productive, enhances opportunities and is supported or directed by technology. However, that is not to say that active learning is the best option of learning for all.

Self-directed learning includes knowing what you need to learn, how to learn it, and being able to judge if you’ve learnt it. It assumes that learners have a role in selecting those learning tasks that fit their learning needs. (Loyens, Magda, & Rikers, 2008).