Learning How To Learn...

 "Hand holding" and trying to teach students to love learning, and is that really part of our job as adult educators. Along the same lines, is it our job to teach our students to be more self aware of how they learn or should we expect them to know that as adults?

Nowadays team-teaching is greatly emphasized in teaching in order to eliminate hand-holding within the context of Teacher-Learner relationship.

In relations to this matter specifically, there are various curriculum models that have come into use recently more commonly: Information Processing Models, Personal Models, Social Interaction Models and Behavioral Models in curriculum development are of utmost importance when it comes to teaching students establishing awareness towards their own learning. i.e. to take ownership of their learning process.  

The other interesting factor  which I have read about in another text is : How we view learning? Is learning a social or is it individual? I believe often in fact,  it can be perceived to be both. 

Reference

Miller. J.P., & Seller, W.,  (1990). Curriculum Perspectives & Practice, Longman Group Ltd., London

Emotional Intelligence and Goleman's Learning Model Cont'd...

I initially believed that we were looking at Emotional Intelligence in a more general context. However, through my readings, I have come to understand that since 1900's the definition of emotional intelligence has been centered around cognitive aspect of individual's learning process such as memory and problem-solving abilities. Now I have realized that the term has evolved. Today, the term has taken on new meaning as it takes into account the social aspects of intelligence as well. These can include the individual's intentions, their motivations along with their interactions and intentions towards other people. 

Emotional intelligence as a model came to life in the late 1990s, when a distinction was made by Daniel Goleman as to whether or not Emotional Intelligence should be viewed as a trait or purely as an ability. According to Goleman, Emotional Intelligence is not an innate trait. Rather, it is a learned capability that an individual picks up, and can be worked on as the individual progress through their learning experiences. 

References

Mahasneh, A. (2013). Learning Styles a Predictor of Emotional Intelligence Among Sample of                    Jordanian University Students, Journal of Business and Social Sciences, Vol.2, No.2, PP 46-55


Halpern, D.F. (2013). Critical Thinking Across the Curriculum : A Brief Edition of Thought and                  Knowledge. Published by Routledge, Abingdon, Ozon

Emotional Intelligence and Daniel Goleman’s Learning Model

Emotional Intelligence in a more general context and since the 1900s has been emphasizing merely the cognitive aspects of individual’s learning process, such as: memory as well as problem-solving abilities.  Later on however, the term has evolved and has been taking into account the social aspects of intelligence as well. The social aspects take into considerations the individual’s intentions, their motivations along with their interactions and intentions towards other people.  Emotional intelligence as a model came to life in the late 1990s, when a distinction was made by Daniel Goleman as to whether or not Emotional Intelligence should be viewed as  a trait or purely as an ability. According to Goleman, Emotional Intelligence is not an innate trait. Rather, it is a learned capability that an individual picks up, and can be worked on as the individuals progress though their learning experiences.

References:

Mahasneh, A. (2013). Learning Styles a Predictor of Emotional Intelligence among 
        Sample of Jordanian University Students, Journal of Business and Social Sciences, 
        Vol. 2, No. 2, pp 46-55.

Halpern, D.F. (2013). Critical Thinking Across the Curriculum: A Brief Edition of Thought
        & Knowledge. Published by Routledge, Abingdon, Oxon

My Role As a Future Childhood Educator.

I found the videos posted on the discussion forums on the topic of Andragogy as well as the VAK test quite informative and interesting.

The video specifically on the comparison between Andragogy and Pedagogy went into great detail, discussing the opponents’ views on Andragogy. I liked the fact that the narrators specifically discussed the false dichotomy that Knowles model has created between the adult and the child learners.  “… Children also have experiences that shapes their learning as well and benefit from contextualize experiential learning” (Herod, L., 2012).

As such, I believe the role of educator and how we view ourselves in our everyday teaching practice ties in very well with this quote.

As it was also mentioned in previous discussions, from the Andragogic perspective of teaching, the learners as ‘Adults’ are expected to walk in with past experiences, and depending on the subject matter, contextualize the information through observation and learn by drawing upon their past experiences. Knowles’s theory views the learners as self-directed individuals. Nonetheless, I believe in today’s technologically advanced era, the role of the instructor as a facilitator slightly changes. There are in fact a lot of implications cited in the literature about this assumption when it comes to online learning environments and distance education. Therefore, learners may need guidance as well as clarification on the learning activities that are expected of them throughout the course. In this context, the teacher must play the role of the facilitator as well as a guide in order to provide direction and support when needed and on individual basis.

            This will definitely apply to me as I know for a fact that as a future childhood educator, my teaching will be rather inclusive, so I will have to gauge the reactions and behaviors of each child on a regular basis.

References

Cromley, J. (2000). Learning to Think: Learning to Learn. National Institute 
            for Literacy, US Department of Education. Retrieved from:  

literacynet.org/lincs/resources/cromley_report.pdf

Herod, L. (2012). Adult Learning: From Theory to Practice , A Course on Adult

Learning

Hohn, M. (1998) Why is change so hard? Retrieved From:

 http://www.ncsall.net/?id=396

Hohn, M. (1998). Organizational Development and Its Implications for Adult 
            Basic Education Programs. Retrieved From:  

http://www.ncsall.net/?id=557

My Journey Towards making a Digital Project ...

My journey in making a second visual project has been yet another learning experience with its own unique set of mixed feelings; it entailed both the feelings of reward along with anxiety and panic when I started using a whole different resource: Prezi for my second visual assignment. The reason for it is likely due to the fact that this is only my second course since I just started the program in April.

Nonetheless, Doug was welcoming enough to provide us the freedom as well as the flexibility to explore new resources for the purposes of finishing the instructional strategy assignment. But, as learner who is accustomed to a lecture-based format of teaching, who can be self-directed but requires attention, but requires guidance and occasional direction during the course of their studies, taking an online course that requires completing a visual project with minimum supervision was an unnatural task.

Having voiced my dissatisfactions along with some feelings of despair, it is noteworthy to mention that my technical difficulties in blogging and completing a visual project stemmed from a lack of technological knowledge. Having worked on the project, and overcoming some initial quagmires, I am confident to say that my capabilities have improved and I have gained confidence in the way I work with technology while improving my independent learning skills. 

Over protectiveness: A Recent & Common Trend in Our Today’s Society

I strongly believe that although we do not talk about over-protectiveness in our everyday life or at work, certainly has become a major issue in the educational field.  I really think that as educators, it is important for us to always remind ourselves of our students’ learning environment. This includes, taking into consideration the cognitive, physical as well as the moral side of each individual learner.  

As it is also highlighted by Elizabeth Barkley, in our text, that the experience of students’ outside the classroom greatly affects the teacher’s role and this in fact plays a crucial role in their role of being a fully effective educator.  Therefore as educators, it is important for us to be able to learn to adapt, and respond accordingly. 

Thus, I think teaching in this context can truly be a transformative process. After all, an important element of engagement is outreach.