Reflective writing # 2
Reflective Learning
Aref Aalam
SN# 000419240
PIDP 3210
Reflective assignment #2
For Dwayne Harapnuik
Vancouver Community College
Statement for Reflection:
Adult learners already come to class equipped with Essential Skills. It is not the role of the instructor to teach anything outside of the subject matter.
Objective
What is quote or idea about? What caught my attention?
According to workBC explanation on Essential Skills
Nine “essential skills” are the foundation for learning all other skills. They let people work productively, learn what they need to know, solve unexpected problems and adapt to workplace change. The nine essential skills are reading, writing and numeracy; document use and computer use; oral communication and working with others; thinking and continuous learning.
This topic caught my attention because in the statement of reflection, we are facing role of learner and instructor in one side and essential skills and subject matter in other side, as well “Adult learners already come to class equipped with Essential Skills. It is not the role of the instructor to teach anything outside the subject matter.” essentially conveying the role of instructor in one sentence and role of learner in another sentence. I selected this statement because despite my extensive background in teaching as an instructor and particularly in regard to adult learner I have not look at instructors’ role from this aspect of view.
Reflective:
Why did I choose this quote or idea? How do I identify with it?
In Adult Learning – Linking Theory and Practice, below sentence resonate with me:
“Teaching methods such as andragogy may be comfortable for learners who grew up in Western cultures. In another example, access to education is influenced by availability of funding and technology that are dependent on power and privilege” (Merriam & Bierema, 2014, p. 242).
Generally speaking essential skills seem so basic and elementary, and entrance into professional programs typically require a level of competency to complete the application process, and to be accepted into each program, but according to my experiences of teaching in different countries with different trends in education reveal for me that generally; students have sought better continuing education abroad influenced by the desire to benefit from better opportunities provided by universities in the developed countries. , according to my idea essential skills is a approach to achieve success in human-capability and institutional-capacity development in the universities across the world, especially in Canada that is a multicultural country and is the sample of diversity of essential skills in different cultures, therefore, state of art for an instructor is linking the contents of the subject matter to the needs of the learners by considering the essential skills of their students? I think instructor responsibility is wider than focus on the specific area of study and subject matter, although an instructor also has the responsibility of preparing the student for workplace needs and upcoming conditions.
Interpretive:
What does this mean to me? What insights have I received from the quote or idea? How has my thinking changed by reflecting on this quote or idea?
As I believe in Humanistic Learning theory’s perspective that the learner must be self-directed below roles come across my thinking by reflecting on the statement:
Role of the Learner
“The focus of learning is on the individual and self-development, with learners expected to assume primary responsibility for their own learning.” (Caffarella, 1993, p.284) This is in keeping with the Humanistic Learning theory’s perspective that the learner must be self-directed. The learner will be an active participant in his/her education, taking responsibility for his/her own learning, even participating in the planning, execution, and evaluation of their own learning. Some basic principles of the humanistic approach that were used to develop the students’ objectives: 1) Students will learn best, what they want and need to know. 2) Knowing how to learn is more important than acquiring a lot of knowledge. 3) Self-evaluation is the only meaningful evaluation of a student’s work. The emphasis here is on internal development and self-regulation. 4) Feelings are as important as facts. 5) Students learn best in a non-threatening environment. However, there is some research that suggests that a neutral or even slightly cool environment is best for older, highly motivated students (Gage 1991)
Role of the Instructor
There are some basic objectives of the humanistic view of education for instructor’s role that roles of the instructor begin as a facilitator or guide. The instructor will help the learner to develop and grow as a person, but the main prospect is that the learner is primarily responsible for their own learning. While many of the proponents of the Humanistic Learning theory believe that the learner will ideally be self-directed, and Self-actualization is generally accepted as the motivating force that drives people to realize their full potential, to be a better person and be a contributing member of society, to seek knowledge and information. “For Maslow self- Humanist Learning Theory self-actualization is the goal of learning, and educators should strive to bring this about” (Learning in Adulthood, 2007, p. 282)
Decisional:
How can this new or enhanced interpretation be applied to my professional practice?
All the learning theories impart the priceless understanding in the field of education. With the brief examine at the given theory of humanistic development. I have discussed that how this theory encouraged me to choose as my learning theory, The Humanistic Learning Theory resonated with me more so than the other theories likely because I can relate to most of the ideologies that guide this theory. In recent years, I’ve recognized the how great the potential is for me to impact other people’s lives and conversely, the potential for others to impact my life. This learning theory seems the most honorable, where the person and his/her essential skills comes before the topic. Some of the goals of this approach assist people to reach self-actualization, grow as an individual, guide the student rather than direct, and emphasize freedom and responsibility. I believe that instructors should attempt to include the ideals whenever possible. It’s more a matter of long-term growth than the learning of a single topic of study or subject matter. Finally, an educated person is one “who has learned how to learn, how to adapt and change” and realizes “that no knowledge is secure, that only the process of seeking knowledge gives a basis for security” (Rogers 1969).
Gathering all feedbacks and researches together encourage me specifically try more activity in class and more practice as I used to spend a great amount of time for reading the power points and lecturing, in future, I will try to convey the knowledge by having all the students reflect by incorporating diversity of their skills for the class to use the study tools, also I ought to develop a curriculum that is more essential skill-centered that also include essential skill practice tests for exam preparing… I feel that I will bring a unique experience to my future program, with sharing my experiences and simple stories that are very problem-center for students as their feedback, and looking to find the opportunity to create my own classroom by preparing the tools and tangible materials that can be solved in many different ways depending on the initial identification of the individual obstacles that naturally have more than one solution.
References
“Abraham Maslow.” Psychology History. Ed. Michelle Emrich. Web. 20 Sept. 2015.http://www.muskingum.edu/~psych/psycweb/history/maslow.htm
Gage, N., & Berliner, D. (1991). Educational psychology (5th ed.). Boston: Houghton, Mifflin.
Humanism. Retrieved June 24, 2013, https://www.learning-theories.com/constructivism.html
Humanism Retrieved June 24, 2013, from http://www.learning-theories.com/humanism.html.
Merriam, S.B. and Bierema, L.L. (2014) Adult Learning: Linking Theory and Practice.San Francisco: Jossey-Bass.
Merrian,S.B., Caffarella, R.S., & Baumgartner, L.M. (2007) Learning in Adulthood: A Comprehensive Guide (3rd edition) San Francisco: Jossey-Bass
Rogers, C. (1969). Freedom to learn (1st ed.). New York: Macmillan/Merrill
Rosemary S. Caffarella Spring 1993 issue 57 Self-directed learning https://doi.org/10.1002/ace.36719935705
Vancouver Community College. (2016). Explicit and implicit curriculum development. In Provincial Instructor Diploma 3210 course manual.
Aref Blog 