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WHAT IT TRULY MEANS TO LEARN

WHAT IT TRULY MEANS TO LEARN. MY EXPERIENCE FROM MY 2ND YEAR UNDERGRADUATE CLASS SAMIRA ABDULAI-SAIKU. Course Design. Students Divided Into 3 Groups Learning Is Mainly Discussion-based. Preparatory Reading Material To Be Covered Before Class.

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WHAT IT TRULY MEANS TO LEARN

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  1. WHAT IT TRULY MEANS TO LEARN MY EXPERIENCE FROM MY 2ND YEAR UNDERGRADUATE CLASS SAMIRA ABDULAI-SAIKU

  2. Course Design • Students Divided Into 3 Groups • Learning Is Mainly Discussion-based. • Preparatory Reading Material To Be Covered Before Class. • Group-based Discussion With Question-based Tutor Facilitation

  3. Grading • Different Levels Of Assessment • Short 5 Min Quiz At The Start Of Class. • 15 Min In Class Homework • 45 Min In Class Test ALTERNATE AT 3 WEEK INTERVALS

  4. Grading • Term Paper • Usually On A Socially Important Topic With Students Encouraged To Share Their View Points. • End Of Term Exam Usually Making Up 25% Of Total Grade • Students Could Also Earn Extra Points By Completing Assigned Problem Sets.

  5. Teaching Approach-outcomes CRITICAL ANALYSIS-AVERAGE • Ability To Read And Understand Material • Good Conceptual Understanding Of Underlying Principles PROBLEM-SOLVING APPROACH-GOOD • Be Able To Solve Complex Questions That May Demand Application Of Different Concepts SKILL DEVELOPMENT-GOOD • Develop Scientific Writing Aptitude. • Ability To Think About Socially Relevant Situations Though Scientists

  6. Lecturer’s Perspective At the end of the module, the lecturer and the class had a feedback session and these are some of the points that came up. PLUS • Improved Analytical Skills • Better Understanding Of Topics • Discernment And Ability To Fish Out Salient Points • Improved Problem Solving Ability • Team Work • Assessment Helps Gauge Students Grasp MINUSES • Lazy Students Get A Free Ride • Sometimes More Vocal Students Dominate Discussions

  7. Student’s Perspective MINUS PLUS Improved Scientific Writing Ability Outgoing Students Usually Hogged Discussions. No Chance For Quiet Students To Contribute. In Depth Grasp Of Concepts Critical Thinking About Issues Very Packed Curriculum. Sometimes Difficult To Keep Up. Some Group Members Do Not Contribute To Discussions And This Impairs Learning Stimulating Debate On Principles Produce Deeper Understanding Not Everyone Learns Well In A Group Setting

  8. Major Issues • Students That Don’t Do Well In Group Work • Some Individuals Prefer Personal Learning To Group Learning. Different Reasons For This: • Overwhelmed By The Many Opinions • Shy And Unable To Articulate In Crowds • Packed Curriculum • Lot Of Preparatory Reading For Course Students Unable To Always Keep Up • Fixed Syllabus Means Moving On Even If Students Not So Clear

  9. What Does The Literature Say? • Packed Syllabus Promotes “Cramming” At The Expense Of Learning. (Dull, 1995) • Education Must Enable Individuals To Discover What They Need To Know Rather Than Just Having Static Knowledge (Clayton -Pederson And O’neil, 2014) • Individual Learning Is Beneficial For Shy People, Promotes Self Discipline And Free From Peer Pressure (Mindmaps)

  10. Future Recommendations • It Might Be More Beneficial If More Emphasis Was Placed On Quality As Opposed To Quantity • Special Effort Made To Draw Out More Reserved Students, Ensuring They Have A Chance To Contribute To The Discussion • Have Tutorial Sessions Where Students Who Prefer Individual Learning Can Polish Up On Their Learning.

  11. References • Dull, A. (1995). The Impact Of Learning Strategies On Academic Performance In An Accounting Undergraduate Course. Accounting Education. • Wilson, S.M., Peterson, P.L. (2006). Theories Of Learning And Teaching What Do They Mean For Educators? National Education Association. • http://mindmaps.wikispaces.com/individual+learning • http://www.educause.edu/research-and-publications/books/educating-net-generation/curricula-designed-meet-21st-century-expectations

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