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The acquisition of knowledge via learning is a lifelong process. Therefore, I agree with
your statement that learning is the learner's responsibility. Learning has its roots in genetics
and the environment. There is a nature-nurture component involved in learning. Educator's
task is to impart that knowledge to students. Unfortunately, not all of them are good at it.
Or are they? I have been in classes where I struggled with the skills and instructions of
teachers while my classmates did not. Learning occurs due to a change in our attitude or
experience, but social learning is as essential as the learning we do at school. By interacting
with others, we learn about ourselves and our environment. This type of learning affects our
brains differently (Westhoff et al., 2020).When educators practice social learning as a part
of instructional learning, students can experience learning holistically. Social learning also
encourages active learning, which is one of the seven principles of effective teaching
(Berstein et al., 2020). The most enjoyable classes are when education is mixed with
experiential learning, that involved experiences and reflection on real-world situations. This
scripture is a great reflection on the heart of learning. "The wise in heart shall be called
prudent: and the sweetness of the lips increseth learning." (King James Version, 2022,
Proverbs 16:21). I am not sure what you were saying about history classes. Were you
saying that history lectures provide information that will not be used first-hand? The
purpose of the study of history is to educate us so we do not repeat the horrific parts of it. I
do agree with your mentioned effective teaching behaviors. It is very important for teachers
to spend time on specific subject so students can learn it. For me I have to be interested in
the subject and the material or I have a difficult time keeping interest and learning. I have
also had many teachers who liked to talk about things which had nothing to do with the
topic we were supposed to be focused on and for some subjects that can be very
challenging. n my graduate program, we had many group projects, which I, too, find value
in gaining experience in collaborative work. Still, I believe the group assignments should be
used sparingly and within proper settings. What I mean by an appropriate environment is
that my graduate program was an online platform such as Liberty. Therefore, each course
and a minimum of one group assignment presented issues with schedules and time zones.
Thankfully, we received fair grading on the group projects, but having a weekly group
project was time-consuming and created an overabundance of stress. According to Johnson
& Johnson, three elements are essential in structuring formal group work task
interdependence, individual accountability, and reward interdependence (Johnson and
Johnson, 2009). When I reflect on the weekly group assignment structure, I think that
weekly group assignments meet all three elements as I have seen where one or two students
would take on more tasks than some others, whether that is because of a controlling factor
or because of a lack of leadership within the group.
References:
Bernstein, D. A., Frantz, S., & Chew, S. (2020). Teaching psychology: A step-by-step
guide. (3rd ed.) Routledge.
King James Bible. (2022). King James Bible Online. https://www.kingjamesbibleonline.org/
Links to an external site.
Westhoff, B., Koele, I. J., & van de Groep, I. H. (2020). Social learning and the brain: How
do we learn from and about other people? Frontiers for Young Minds, 8(95), 1-9.
https://doi.org/10.1101/2021.01.21.427660
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