(1997) note that curricular integration reflects the process of contextualization by bringing authentic work elements to abstract academic subjects. It contributes to the development of students critical thinking and collaborative skills as well as those that prepare them for skilled jobs. Learning in context and constructing knowledge through socially based experiences are two teaching/learning concepts that draw upon principles of curriculum integration.
She states, “building on the assumed shared knowledge...affects how people participate in academic communities, including introductory ones” (Kutz 344). In other words, professors introduce basic concepts when students enter the community. These concepts are the foundation that will eventually give rise to greater functionality within the desired academic discipline. The purpose of the academic discourse community is to foster development of novice members and therefore, assuring that the community has the resources to sustain itself. The purpose of my research stems from this concept of shared knowledge and how it relates to membership and survival.
Therefore, sharing stories that every learner can identify with could be a powerful educational tool that may have a very suitable place in communication courses that are offered in the university. For example, teachers of education courses can use narratives to enhance the learning experience and at the same time uphold cohesiveness in the classroom. Moreover, the technique can be used in enabling students acquire development skills needed for them to attain leadership positions. For a long time now, written narrative has been used for language and moral development. But recently, it has been revived by performance practices where teachers devise means of adopting narratives in order to enhance learning.
In the study of psychology there are four major theories of personality. They are Social Cognitive, Psychoanalytic, Humanistic, and Behavioral. Of course, they are all different and portray different types of behavioral patterns. Personality studies have been founded on the perception that all people are alike in some ways, but can be different in other ways. I have placed the four personality theories where I think they belong on the nature versus nurture continuum.
Conversely, students’ approaches to study influence the ways in which they perceive evaluation and assessment. When students participate in formative assessment, there is opportunity to give feedback to students. The provision of feedback is one of the primary functions of formative assessment. A further function of the formative assessment is to provide feedback to the mentors. Concerning these, Bloxham and Boyd (2007) argued that “for assessment to function in a formative way that supports students’ future learning, the findings have to adjust teaching”.
Student affairs can and should create holding environments to encourage forward movement as students develop. Kegan developed the orders of consciousness which serve as suggestions and guidelines for the most beneficial ways to challenge and support students in each stage of development. In Kegan’s orders, college students will become more aware of the self, move into socialization and the need for rewards, to a self-authoring mind when students develop responsibility and form relationships. Each of these themes can provide direction for student affairs. Providing opportunities for exploration and reflection will influence identity.
In my research, I’ve found that these teaching methods and strategies not only actively engage students but positively impact student achievement and outcomes. In my exploration of these methods, I will explore constructivist learning theory and its implications for instruction and implementation. I will highlight research to support my assertion that constructivist practices (specifically peer teaching and learning, collaborative learning environments, and a focus on real-world problem solving strategies in a collaborative environment) have a profound and positive impact on student learning outcomes. Constructivist Learning Theory Constructivist Learning Theory is suggests that learning is characterized by the construction of knowledge through the senses. In “An Epistomological Glance at the Constructivist Approach,” Ultanir states that “constructivism is.... ... middle of paper ... ...n, 4(2), 159-166.
Introduction The student affairs has been going through extensive stages such as disciplining students, providing services for the students, focusing on student’s development, and emphasizing on academic achievement and student engagement (Knott, 2005). The article Student Affairs and Service Learning: Promoting Student Engagement (Caruso, Bowen & Adams, 2006), focusses on the incorporation of service learning as the final stage of student affairs practice with curriculum to enhance student’s level of understanding. Furthermore, it analyzes the significance of service learning in student affairs and examines the importance of the program and its impacts on student’s learning. Summary Caruso, Bowen & Adams (2006) have analyzed the significance
I will assist my students in developing new insights and connecting them with their prior learning. Ideas will be presented as broad concepts and then broken down into smaller parts. Progressivism and constructivism are two views of learning that my beliefs coincide with. Both are student centered and share the goal of guiding students that will become intelligent, social individuals capable of solving complex situations while still respecting other’s perspectives. Both views realize that education itself is an enriching process of ongoing, continual growth.