REFLECTION ON MY TEACHING AND LEARNING STYLES
Mastery learning techniques encourage students to engage curriculum multiple times in order to learn the content. Limiting the number of attempts, rather than providing an unlimited number of attempts, while providing specific feedback on wrong answers appears to provide the highest level of motivation for students as indicated by their time on task and ultimate scores on the assignment. The online quiz design; fill-in-the-blank, multiple choice, or matching; dictates the most appropriate number of attempts for student learning. Restraining a student from progressing to the next lesson based on their performance on the previous lesson can create frustration, undermining students' ability to self-evaluate and setting potentially unrealistic time expectations. Short essay assignments assessing cumulative understanding and application of the lesson content shared in a community discussion board serve as Constructionist foundation for student interaction with instructor-guided Socratic learning. Students forming original thoughts and improving critical thinking skills provides the instructor with assurance that they have an increased understanding of how to use an essential life skill.
I feel awe, amazement, and surprise every time the Reggae fraternity comes together to produce an insightful and inspirational piece of music or a successful live show, especially considering the roadblocks that must be circumnavigated in order to achieve these accomplishments. I feel inspired, optimistic, and happy with the prominence of the Reggae industry, because I believe insightful music opens the opportunity for discussion and provides groundwork to improve some of the struggles in humanity. I am hopeful that this discussion will foster enough mutual respect, peace, and equity to create a cooperative environment that meets the minimal survival needs of all the people.
Embracing the challenge of creating a change in society that could solve a problem empowers me with courage and inspires me with optimism for the future. I am an inquisitive and curious student who enjoys investigating and taking risks. My thinking is divergent, original, change-oriented,and focused on solving problems. Independent and inventive, I love the challenge of experimenting with course material and exploring new topics. Creative learning is exciting and amusing for me; the stimulation sparks surprisingly ingenuous and original thoughts.
My typical teaching style is logical, idea-oriented, theoretical, and analytical. I find comfort and power in presenting evaluative, intellectual, logically structured position statements for student critique and analysis. A history of success with written debate supported by extensive and in-depth reading has fostered feelings of confidence in my academic discourse and my ability to fairly judge content.
Is my teaching style diametrically opposed to my learning style? I learned to teach at a different time in my life, when I was studying and teaching law. Since then, I have become a trained Art Docent and begun incorporating art into the core curriculum. Has this new perspective appeared in my studies more quickly than in my teaching? According to Akinde (2015), “employing the Socratic teaching method will help students beyond possessing heuristics to produce creative outcomes” (p. 2830). The conclusion? Becoming an Art Docent who incorporates art in the core curriculum was fostered by my time studying and teaching using the Socratic Method to facilitate critical thinking. Apparently, creativity is a direct upshot of critical thinking.
Both my teaching and learning styles are autonomous, requiring interaction with content rather than people. Strength in logic and creativity do not necessarily correlate with an ability to participate in positive, productive personal interactions. Given the opportunity, I would focus on integrating social intelligence into my teaching, and practice paying attention to the motives and feelings of other people. Understanding how to put others at ease fosters trust and security, improving the quality of the academic environment and increasing the probability of successful communication between students and teacher which, in turn, leads to increased acquisition of lesson content.
One way to improve social intelligence is to practice being assertive. Speaking up for myself in a non-aggressive manner shows healthy boundaries and relays clear communication of desires and expectations. First, I need to recognize when to be assertive. Does a specific situation create insignificance, helplessness, or fear? If so, I need to speak up. Be objective and specific about the situation, using “I” statements to share feelings, and clearly expressing reasonable expectations. Prepare myself for an adverse reaction from the other person and, when there is no room for compromise, be willing to repeat expectations or excuse myself from the interaction. Stay open to everyday situations that allow the opportunity to be assertive. Do not shy away from the interaction. Speak up for myself.
Finally, I can help foster successful student-teacher interaction by beginning discussions at an appropriate level within Bloom's hierarchy. Start with questions of knowledge and comprehension, using specific scenarios and independent activities to facilitate material application and verify students understand fundamental concepts in the lesson. This exchange of information ca be followed by co-operative learning exercises designed in a constructive fashion in order to help students analyze and synthesize new information. Individual assessments to evaluate mastery of material reveal subject matter mastery or a need for review.
REFERENCES
5 tips to developing your social intelligence (2016). Authentically Positive (n.p). Retrieved from http://authenticallypositive.com/5-...
Akinde, O. A., (2015). A pilot study of students' learning outcomes using didactic and socratic instructional methods: an assessment based on bloom's taxonomy. Educational Research and Reviews 10(21), p. 2821-2833.
Culatta, R. (2015). Constructivist theory (jerome bruner). InstructionalDesign.org (n.p.). Retrieved from http://www.instructionaldesign.org/theories/constructivist.htm
Jauk, E., Benedek, M., Dunst, B., and Neubauer, A.C. (2013). The relationship between intelligence and creativity: New support for the threshold hypothesis by means of empirical breakpoint detection. Intelligence 41(4), p. 212-221.
Min, M., Van Oystaeyen, F. (2016). A measurable model of the creative process in the context of a learning process. Journal of Education and Training Studies 4(1), p. 180-191.
Puzziferro, M., Shelton, K. (2008). A model for developing high-quality online courses: integrating a systems approach with learning theory. Journal of Asynchronous Learning Networks, 12 (3-4), p. 119-136.
The roll of socratic questioning in thinking teaching learning. (2015). The Critical Thinking Community (n.p.). Retrieved from http://www.criticalthinking.org/pages/the-role-of-socratic-questioning-in-thinking-teaching-learning/522
Tucker-Ladd, C. (2010) Building assertiveness in 4 steps. World of Psychology (n.p.). Retrieved from http://psychcentral.com/blog/archiv...
Zare, P., Mukundan, J. (2015). The use of socratic method as a teaching/learning tool to develop students' critical thinking: a review of literature. Language in India 15(6), p. 256-26
I feel awe, amazement, and surprise every time the Reggae fraternity comes together to produce an insightful and inspirational piece of music or a successful live show, especially considering the roadblocks that must be circumnavigated in order to achieve these accomplishments. I feel inspired, optimistic, and happy with the prominence of the Reggae industry, because I believe insightful music opens the opportunity for discussion and provides groundwork to improve some of the struggles in humanity. I am hopeful that this discussion will foster enough mutual respect, peace, and equity to create a cooperative environment that meets the minimal survival needs of all the people.
Embracing the challenge of creating a change in society that could solve a problem empowers me with courage and inspires me with optimism for the future. I am an inquisitive and curious student who enjoys investigating and taking risks. My thinking is divergent, original, change-oriented,and focused on solving problems. Independent and inventive, I love the challenge of experimenting with course material and exploring new topics. Creative learning is exciting and amusing for me; the stimulation sparks surprisingly ingenuous and original thoughts.
My typical teaching style is logical, idea-oriented, theoretical, and analytical. I find comfort and power in presenting evaluative, intellectual, logically structured position statements for student critique and analysis. A history of success with written debate supported by extensive and in-depth reading has fostered feelings of confidence in my academic discourse and my ability to fairly judge content.
Is my teaching style diametrically opposed to my learning style? I learned to teach at a different time in my life, when I was studying and teaching law. Since then, I have become a trained Art Docent and begun incorporating art into the core curriculum. Has this new perspective appeared in my studies more quickly than in my teaching? According to Akinde (2015), “employing the Socratic teaching method will help students beyond possessing heuristics to produce creative outcomes” (p. 2830). The conclusion? Becoming an Art Docent who incorporates art in the core curriculum was fostered by my time studying and teaching using the Socratic Method to facilitate critical thinking. Apparently, creativity is a direct upshot of critical thinking.
Both my teaching and learning styles are autonomous, requiring interaction with content rather than people. Strength in logic and creativity do not necessarily correlate with an ability to participate in positive, productive personal interactions. Given the opportunity, I would focus on integrating social intelligence into my teaching, and practice paying attention to the motives and feelings of other people. Understanding how to put others at ease fosters trust and security, improving the quality of the academic environment and increasing the probability of successful communication between students and teacher which, in turn, leads to increased acquisition of lesson content.
One way to improve social intelligence is to practice being assertive. Speaking up for myself in a non-aggressive manner shows healthy boundaries and relays clear communication of desires and expectations. First, I need to recognize when to be assertive. Does a specific situation create insignificance, helplessness, or fear? If so, I need to speak up. Be objective and specific about the situation, using “I” statements to share feelings, and clearly expressing reasonable expectations. Prepare myself for an adverse reaction from the other person and, when there is no room for compromise, be willing to repeat expectations or excuse myself from the interaction. Stay open to everyday situations that allow the opportunity to be assertive. Do not shy away from the interaction. Speak up for myself.
Finally, I can help foster successful student-teacher interaction by beginning discussions at an appropriate level within Bloom's hierarchy. Start with questions of knowledge and comprehension, using specific scenarios and independent activities to facilitate material application and verify students understand fundamental concepts in the lesson. This exchange of information ca be followed by co-operative learning exercises designed in a constructive fashion in order to help students analyze and synthesize new information. Individual assessments to evaluate mastery of material reveal subject matter mastery or a need for review.
REFERENCES
5 tips to developing your social intelligence (2016). Authentically Positive (n.p). Retrieved from http://authenticallypositive.com/5-...
Akinde, O. A., (2015). A pilot study of students' learning outcomes using didactic and socratic instructional methods: an assessment based on bloom's taxonomy. Educational Research and Reviews 10(21), p. 2821-2833.
Culatta, R. (2015). Constructivist theory (jerome bruner). InstructionalDesign.org (n.p.). Retrieved from http://www.instructionaldesign.org/theories/constructivist.htm
Jauk, E., Benedek, M., Dunst, B., and Neubauer, A.C. (2013). The relationship between intelligence and creativity: New support for the threshold hypothesis by means of empirical breakpoint detection. Intelligence 41(4), p. 212-221.
Min, M., Van Oystaeyen, F. (2016). A measurable model of the creative process in the context of a learning process. Journal of Education and Training Studies 4(1), p. 180-191.
Puzziferro, M., Shelton, K. (2008). A model for developing high-quality online courses: integrating a systems approach with learning theory. Journal of Asynchronous Learning Networks, 12 (3-4), p. 119-136.
The roll of socratic questioning in thinking teaching learning. (2015). The Critical Thinking Community (n.p.). Retrieved from http://www.criticalthinking.org/pages/the-role-of-socratic-questioning-in-thinking-teaching-learning/522
Tucker-Ladd, C. (2010) Building assertiveness in 4 steps. World of Psychology (n.p.). Retrieved from http://psychcentral.com/blog/archiv...
Zare, P., Mukundan, J. (2015). The use of socratic method as a teaching/learning tool to develop students' critical thinking: a review of literature. Language in India 15(6), p. 256-26
