The Benefits of Self Directed Learning

The five articles presented common themes about educational learning. They illustrate the need for teacher reflection and adjustment to meet students’ needs, establishing quality rapport and providing students strategies become an active learners and involved in the learning process through and monitoring their own understanding. In the articles there is research quoted that illustrates how they can dramatically impact student learning and achievement. In (Kaftan, Buck, & Haack, 2006), it states formative assessment is a tool teachers can use to probe students understanding, inform instructional decisions and develop relationships. Unlike a summative assessment which measures student competency at the end of a unit, formative assessment is done daily.

The development of the teacher therefore should focus on enabling the teacher to be able to apply critical thinking and taking all learning factors into consideration in ... ... middle of paper ... ...wmann, F. (2001). Building school capacity through professional development: Conceptual and empirical considerations. The International Journal of Educational Management, 15(2), 86. Penuel, W., Fishman, B., Yamaguchi, R., & Gallagher, L. (2007). What makes professional development effective?

This style of curriculum stems from the early theorists of John Dewey and Paulo Freire whose foundation of learning centers on individual experiences, critical thinking, and student-centered activities. “Students in this way develop their critical thinking skills through the explicit curriculum via content and assignments and through the implicit curriculum via, among other things, immersion in social work values; direct experience with diversity; and the relationships established with fellow students, community partners, and their instructors as critical pedagogues” (Miller, Tice, & Hall, 2011, p. 43). This article is from EBSCOHOST peer-reviewed library where several other articles cover similar learning examples in various educational settings. The decision to select this particular article centers on the combination of both implicit and explicit opportunities in the field of social work and the description of student-centered activities that outline the application of the curriculum. Problem-Based Learning Problem-based curriculum integrates learning through performance activities and solvi... ... middle of paper ... ...ainen, P. (2009).

INTRODUCTION Learning model can dedefinisikan as a conceptual framework that depicts the procedure of organizing systematic learning experience to achieve a certain goal belejar, and serves as a guide for instructional designers and teachers in planning and implementing learning activities (Siberman, 2005). Problem based Learning provides active learning, independent, and self-contained, so as to produce students who are capable of independent self study continuing for life. In a model of learning problem-based learning class more lively atmosphere deiigan discussion, debate, controversy clan, greater student curiosity, problem based learning is a teaching method that is motivating students to achieve academic success. (Savery, 2006) describes

It is also necessary to allow for feedback during the end of a scaffolding session so that students may provide the teacher with ideas on how to improve the learning process and as an opportunity to reinforce new learning skills (Vockell, 2004) Works Cited Chance, P., & Krause, M. A. (2009). Learning and behavior: active learning edition (6th ed.). Belmont, CA: Wadsworth. Vockell, E. (2004).

Introduction Teacher dispositions consist of the teachers’ values and beliefs regarding the teaching profession and about the children. National Council for Accreditation of Teacher Education (2007) identifies the dispositions as: the values, commitments and professional ethics that influence behaviors toward students, families, colleagues, and communities and affect student learning, motivation, and development as well as educator’s own professional growth. Dispositions are lead by beliefs and attitudes connected to values such as caring, fairness, honesty, responsibility, and social justice. (p. 53) The overall concept of disposition two outlines that the teacher understands how learning takes place. The students build knowledge, gain skills, and widen the habits of mind.

The actual process that is involved in team skills training is when, ‘students work in groups on tasks reflecting upon reactions of integration and development establishing key learning points to apply to the next task’(Pritchard, Stratford & Hardy, 2004 p.11). A group may undergo team skills training in order to help students achieve better experience of team working, enabling them to transfer skills, as well as explore potential benefits for academic performance (Pritchard, Stratford & Bizo, 2006 p.9). This is important as it is the general consensus that, ‘teams out perform indi... ... middle of paper ... ...m-Skills Training: Preparing Students to Work in Groups’. British Journal of Educational Psychology [Online] 76, 119-140. Prichard, J.S., Stratford, R.J., & Bizo, L.A. (2006).

Additionally, the crucial element of the student’s self-assessment and self-reflection in the process of creating the portfolio also allows both the teacher and the student to understand the progress, strengths and weaknesses of their writing. Portfolio assessment There are a number of definitions in the literature to describe the strategy of portfolio assessment. Brady and Kennedy (2009) describe portfolio assessment as a collection of work samples or products collected over time to demonstrate student progress in learning and achievement of outcomes. This is the most succinct and ideal definition as the idea of assessment is to not only assess the final products of learning but to also assess the process a student takes to achieve that final product. Portfolios in general provide evidence of a how a student thinks, questions, analyses, synthesises, produces and creates (Borich & Tombari, 2004).

PBL allows students to practice the skills they will need as adults in the real working world (Project-based learning handbook). Students carry out a long-term project through the planning, design, and produce a publicly displayed or presented product (Patton, 2012). The specific curriculum approach that project-based learning is predicated on is the humanistic approach. This curriculum approach is student-centered, and proponents believe in cooperative learning, independent learning, and small-group learning. Students are encouraged to investigate a subject they have an interest in, because feelings and knowledge are important in student learning.

The statement which we will evaluate in this essay provokes the reader to use if self-assessment in their classrooms to help students to become lifelong learners. The question is how we as teachers bring self-assessment into our classrooms. To begin this section this we will look at the way in which teaching methods in post-primary education have developed since research into formative assessment outlined that student self-assessment was becoming a key part in the learning of students in post-primary schools. Formative assessments such as AFL have become key components in the classrooms of post-primary schools, ‘Sadler’s conditions as represented in these three questions frame what is called “Assessment for learning”-formative assessment practices