...When I found my classmates and I were going to be partaking in service learning I was very intrigued, because we were going to be working with young students and we were going to be teaching them something that was going to help them in the future and the community. In our first meeting we had about service learning I knew it was going to be a great experience because I'm a shy person and this was the opportunity for me to prove myself that I was capable of being in front of people speaking to them. I was very delight knowing that I was going back to teach elementary students I knew I was going to be getting many flashbacks to when I was in elementary school. I had imagine that being a teacher for a day wasn't going to be a challenge for me...
Words: 620 - Pages: 3
...Article Review #2: Sharing learning through narrative communication Carol D. Fisher Dr. Claudia Rosenberg Adult Learning Theory – EDU 500 Strayer University June 10, 2012 Abstract This paper will discuss the need for quality teachers in adult education. It will also discuss five priority areas where improvements are needed to accomplish the goal of developing these teachers. Improving Adult Education Teacher Effectiveness: A Call to Action for a New Credential Introduction Helping adults to learn requires a targeted set of skills. The success of an adult education program depends for the most part on the teacher. The stakes for adult learners are higher than they have ever been and as a result they must meet the needs of the higher standards so that they could be better prepared for today’s workforce. To address these concerns a joint committee was formed and five key areas have been identified that will help teacher effectiveness. In recent years there has been an increasing struggle to meet the challenge of preparing adult learners to gain employment with today’s new technology. There has been an alarming study that has forecasted workers retiring within the next twenty years will be replaced workers who have lower levels of skills and education (Hess, McLendon, & Moore, 2012). In “A Call to Action” it was determined that in order to counter these trends, the adult education system must make needed improvements. Two national organizations have...
Words: 821 - Pages: 4
...My supervisor Juan's learning patterns are as follows sequence (avoid) precise ( use first) technical reasoning (use first) and confluence (use first). Juan and I have gotten very close over the past year that we have worked together. We recently deployed to Europe so I have gotten to know his learning patterns. Juan, like myself, is an aircraft maintainer. He uses sequence when it comes to getting assigned tasks. He doesn't ask questions or need directions. He is the type of person that will get the job done no matter what. He'll follow directions only when he has to. When it comes to precision and his food, Juan likes to have everything measured out and weighed. He cooks his food for the week on Sunday and will even write down the times...
Words: 383 - Pages: 2
...My personality affected my learning greatly, because I am a stubborn person and I hate asking others for help. Before I ask anyone for the help, I will try every possible way to solve the problem myself and figure it out. I also dislike when someone makes an important decision for me, without even asking me how I feel and that results in me shutting down, and just be on my own almost trying to escape reality. I think that if I was more open into receiving help from others and more open minded, my experience with learning the English language would have been a lot better. Since my personality is Introverted, Intuitive, Feeling and judging (INFJ) I make emotional connections to people and objects, that is how I understand and relate to things...
Words: 345 - Pages: 2
...Reinterpreting the learning organisation Deb Stewart Introduction The concept of the learning organisation (LO) has gone through many combinations and permutations over the last decade in terms of theoretical development and attempts at practical application. The fervent interest in the LO stems from what Senge (1990; Senge et al., 1994) calls the age of globalisation where one source of competitive advantage is the ability and rate at which an organisation can learn and react more quickly than its competitors. Some writers have used the term LO interchangeably with organisational learning (OL) while others have attempted to draw clear distinctions between the two. There appears to be little consensus about what a LO organisation looks like or what OL means. Furthermore there seems little agreement on the relationship between individual learning and collective learning in organisations and how one translates into the other. This paper initially provides a cursory glimpse at the current literature on the LO in the context of learning and OL and in particular the theoretical tensions and dilemmas existing between these concepts. Management theorists have under-utilised the insights and practices from other disciplines such as sociology, philosophy and anthropology. As Burrell (1994) argues: Sooner or later organisation studies must enter an area where philosophy and social science meet. Organisation studies must also enter intellectual theory where the well-established French...
Words: 8946 - Pages: 36
...using English to speak each other; it is caused by condition of school environment and media that is used in teaching them. To make the students have strong interest in teaching and learning process especially in learning speaking, the teacher should take the best approach, method, and strategies. Then, the teacher can use media in teaching of English language, method are used to help the students for speaking to make interaction between the teacher and students. 1.2 Research Question Research questions of this study are as follows, they are: 1. How is the implementation of picture series technique in learning narrative text improving students’ skill in speaking? 2. How can picture series technique in learning narrative text improve students’ skill in speaking? 1.3 Research objective In this study, the objectives of this study are: 1. To describe the implementation of picture series technique in learning narrative text to improve students skill speaking skill 2. To identify the improvement of students speaking skill in learning narrative text. 1.4 Limitation of the Research The authors limit on the following matters: 1. The study was conducted on the students of class VII of SMPN 25 City of Jambi 2. Only performed on the subjects of English, especially in narrative text lessons 1.5 Significance of the Research This research is expected to contribute theoretically and practically. Theoretically, this research is expected to provide knowledge...
Words: 476 - Pages: 2
...n 1 Harper In the written narrative, it is evident Harper lacks proficiency in spelling, there are many words which appear to be ‘inventive spelling’ (Orton, 2000; Fellowes & Oakley, 2014). Harper is spelling words with incorrect letters and some words appears to be spelled phonetically based on a child of Harper’s age pronunciation of the spelled word. Harper undoubtedly is able to spell out the high frequency words, however, sight words and multi-syllabic words are misspelled. Cox (2013; as cited in Fellowes & Oakley, 2014) states that the ability to spell has a direct effect on the development of one’s reading skill. Harper displays writing skills of a child in the early phase three stage of writing skill (Fellowes & Oakley, 2014 p. 423). A child’s linguistic abilities is the reflective of the common reason why children like Harper has misspelled words in the narrative (Treiman, 1998). The fact that Harper...
Words: 1588 - Pages: 7
...One day I was driving with my eight-year-old brother to the store and he began to talk to me about Christopher Columbus and how they are learning that he discovered America in school. He looked at me straight in the eye with a confused face and said “that's not what he did Esme he was a murderer,” he knew this because when my sisters and I would talk about certain aspects of history he was there listening to everything. This was around the same time that we were discussing censorship through school curriculum so I felt that if my little brother understood it then other children could too. When he was talking about this it sounded a lot like the class was learning from a hegemonic device. School is where kids are being taught the “history” of how America came to be a diverse country. Through the course Culture Power and School Knowledge, one can see that the “history” being taught through the Master Narrative is one-sided. The Master Narrative focuses on “history” that comes from the people who hold power therefore excluding the actual experiences of the people of color meaning that it is a hegemonic device. Being a...
Words: 1753 - Pages: 8
...traditional and innovative way of telling a story. It is emerging as a way to shape narrative and facilitates efforts to capture classroom moments for learners to reflect upon and revise practice, as well as to develop teaching consciousness. Digital stories revolve around a chosen theme and often contain a particular viewpoint. They are typically just a few minutes long and have a variety of uses, including telling of personal tales, recounting of historical events, or as a means to inform or instruct...
Words: 1659 - Pages: 7
...NARRATIVE THERAPY: 1. Focus of narrative Therapy: Narrative conversations are interactive and always in collaboration with the people consulting the therapist. Narrative therapy seeks to be a respectful, non-blaming approach to counselling and community work, which centres people as the experts in their own lives. It views problems as separate from people and assumes people have many skills, competencies, beliefs, values, commitments and abilities that will assist them to change their relationship with problems in their lives. Curiosity and a willingness to ask questions to which we genuinely don't know the answers are important principles of this work. There are many possible directions that any conversation can take (there is no single correct direction). The person consulting the therapist plays a significant part in determining the directions that are taken. It seems appropriate to begin any exploration of narrative therapy with a consideration of what is meant by the `narratives' or `stories' of our lives. 2. THE ROLE OF STORIES Narrative therapy is sometimes known as involving’re-authoring' or’re-storying' conversations. Stories are central to an understanding. Stories consist of: • events • linked in sequence • across time • according to a plot 3. LISTENING WITH AN OPEN MIND Social Constructionist Theories place an emphasis on listening to clients without judgment or blame, affirming and valuing them. Totalizing language is avoided. NP focuses on the capacity...
Words: 1521 - Pages: 7
...Research Spotlight on Peer Tutoring NEA Reviews of the Research on Best Practices in Education Found In: teaching strategies 145 Peer tutoring is a term that’s been used to describe a wide array of tutoring arrangements, but most of the research on its success refers to students working in pairs to help one another learn material or practice an academic task. Peer tutoring works best when students of different ability levels work together (Kunsch, Jitendra, & Sood, 2007). During a peer tutoring assignment it is common for the teacher to have students switch roles partway through so that the tutor becomes the one being tutored. Since explaining a concept to another helps extend one’s own learning, this practice gives students the opportunity to understand better the material being studied. What does the research say about peer tutoring? In reviews of peer tutoring programs, researchers found: * When students participated in the role of reading tutor, improvements in reading achievement occurred * When tutors were explicitly trained in the tutoring process, they were far more effective and the students they were tutoring experienced significant gains in achievement * Most of the students benefited from peer tutoring in some way, but same-age tutors were as effective as cross-age tutors (Burnish, Fuchs & Fuchs, 2005; Topping, 2008) Some benefits of peer tutoring for students include higher academic achievement, improved relationships with peers, improved personal...
Words: 6206 - Pages: 25
...Using Narrative Text in the Secondary Classroom Once upon a time, in a school, very much like your own, American History and all its contents were studied alongside tales of triumph, and defeat. In this history class, the students supplemented curriculum delivered through lectures and textbooks, with materials from sources such as diary entries, editorials, and historical fiction. This is an example of how narrative text can coexist with expository information found in content area classrooms in today's high schools. While the need for expository text is vital to the success of a student to understand the content (i.e., Social Studies) curriculum, narrative literature and various other texts are a great way to supplement the learner with information from which they can draw a better understanding of the state standards. Explained below is a definition of narrative literature, advantages and disadvantages of using narrative text in the high school Social Studies classroom, and five possible uses for using narrative texts in the high school classroom. Narrative Literature Narrative literature can be both fiction such as novels, as well as non-fictional works such as memoirs (Burke). Often, narrative literature includes many of the following: a plot, character, problems, and themes. In fictional work, one generally finds a setting, with a beginning, a reaction, and an ending (Roe, Stoodt-Hill, & P. C. Burns, 2004). Narrative literature can, and does exist on its own in...
Words: 1279 - Pages: 6
...Program that demonstrate your competency with the nine Program Learning Outcomes, which are also the Course Learning Outcomes for EDU 695. Additionally, you will write a narrative reflection of your experience with the program and the ePortfolio construction. The overarching goal of this Final Paper and ePortfolio assignment is to showcase learning from the MAED Program in a consolidated, web-based format that can easily be shared with anyone: colleagues, potential or current employers, friends, family members, and others. For the ePortfolio, you use a system called Pathbrite. Within this ePortfolio, you will tell the story of your educational journey and value of your personal MAED experience as it applies to the labor market. Remember, the ePortfolio is your chance to show what you know and are able to do in the practice of teaching and learning with technology. You will submit a link to your ePortfolio and attach your paper portion of the assignment in a Week Six discussion for preliminary feedback by peers and the instructor before the final submission. The earlier you submit in the Week Six discussion the more opportunity you have for input from your peers and instructor to improve your work before the final submission of this assignment. Creating the Final Paper and ePortfolio Please include a link to the ePortfolio (Pathbrite) within the paper portion of this assignment. As needed, refer to the MAED program learning outcomes (PLOs) list. Then, create your final assignment to...
Words: 868 - Pages: 4
...Name: Danielle Sussman Student Number: 42852471 ECH113 Early Childhood Play and Inquiry Assignment 5: Learning Potential Scenario Analysis Play is linked to the intellectual development of children (Degotardi, 2014a). It provides an active construction of understanding in a variety of areas, nurturing creative, academic and social dispositions from its beginnings in the life of a child (Myck-Wayne, 2010, pp. 3). Play exists in many forms, and is assessed by a number of measures. The play scenario between four-year-olds Sophie, Isaac and Matthew will be examined in light of their narrative development and social play. An understanding of the importance of narrative development and the complexity of social play in early childhood will unmask the centrality of play in nurturing children’s cognitive and emotional development. It will also provide an insight into the potential methods for adult support and enhancement in play to maximize its benefits in early childhood. Narrative development in early childhood play is a result of creative thought and expression. Narrative development is rooted in symbolic thought, which refers to representational thinking (Degotardi, 2014a). Symbolic thought is a construct of abstraction, whereby something is transformed in the child’s mind into something else, creating meaning beyond its original context (Van Hoorn, Nourot, Scales, & Alward, 2013, pp. 213). Sophie and Isaac’s symbolic play begins by utilizing...
Words: 1913 - Pages: 8
...Aluminum Foil Painting Being eager to engage in classroom learning activities is an important indicator of a child’s approach and disposition towards learning. Additionally engaging in visual arts is recognized as an important building block of early literacy. The goals of this lesson included showing a keen interest in the activity, and furthermore for students to experiment with properties of paint and explore visual art representation by painting on aluminum foil. Children must first engage in an exploration phase of art materials. “In the exploration phase, teachers challenge the children to develop a greater awareness of the properties and possibilities in the material….These explorations are in themselves a type of construction of understanding, namely understanding what materials can do and how one can make them do it” (Haigh, Scheinfeld, & Scheinfeld ). In addition to planned learning goals some children surpassed expectations, using paint to represent their ideas and labeled it by verbalizing what they had painted. According to Developmentally Appropriate Practice “at around age 3, children realize that pictures serve as symbols, they begin to draw as an artistic expression (Golomb 2004)—perhaps not in any greatly recognizable form in the beginning. But to themselves at least, the drawing depicts a recognizable shape, and that is what matters” (Copple & Bredekamp, 2009, p.134). Engaging in Visual Representation ------------------------------------------------- ...
Words: 409 - Pages: 2