This qualitative study explores the use of social media among faculty in the discipline of public administration in the United States. Eight instructors participated in telephone interviews about their experiences and perceptions of using social media for teaching and learning. Instructors perceive that informal learning using social media could be facilitated by instructors and integrated into formal learning environments for enriched discussions, increased engagement, and broad connections.
Co-operating with proficient users of the new language Empathising with others Developing cultural understanding Becoming aware of others' thoughts and feelings Oxford, a, p.
In asking questions, for example, students might ask something specific like "Do you mean? While at first glance this appears to be a relatively straightforward LLS, in this writer's experience it is one that many EFL students in Japan, for example, are either unaware of or somewhat hesitant to employ.
What is important to note here is the way LLS are interconnected, both direct and indirect, and the support they can provide one to the other see Oxford, a, pp. In this case, the way LLS may be inter-connected becomes very clear. One type of course that appears to be becoming more popular, especially in intensive English programmes, is one focusing on the language learning process itself.
Whatever type of class you may be focusing on at this point, the three step approach to implementing LLS training in the classroom outlined below should prove useful. Study Your Teaching Context At first, it is crucial for teachers to study their teaching context, paying special attention to their students, their materials, and their own teaching.
If you are going to train your students in using LLS, it is crucial to know something about these individuals, their interests, motivations, learning styles, etc.
By observing their behaviour in class, for example, you will be able to see what LLS they already appear to be using. Do they often ask for clarification, verification, or correction, as discussed briefly above? Beyond observation, however, one can prepare a short questionnaire that students can fill in at the beginning of a course, describing themselves and their language learning.
Talking to students informally before or after class, or more formally interviewing select students about these topics can also provide a lot of information about one's students, their goals, motivations, and LLS, and their understanding of the particular course being taught.
One example from a conversation text in the series states: An EFL writing text I use has brief sections on making one's referents clear, outlining, and choosing the right vocabulary, all of which may be modelled and used in LLS training in my composition course.
OUTLINE OF REFLECTION There are many definitions in the literature of reflection, most however agree that it is an active, conscious process Reflection is often initiated when the individual practitioner encounters some problematic aspect of practice and attempts to make sense of it. Investigating instructional strategies for using social media in formal and informal learning. Find more faculty resources. Reflection strategies for classroom activities (Compiled by Professor Diane Sloan, Miami Dade College, and based on the work of Julie Hatcher and Robert Bringle's "Reflection Activities for the College Classroom": Indiana University-Purdue University Indianapolis). It is clear that the power in learning is in the action of doing the activity.
Audiotapes, videotapes, hand-outs, and other materials for the course at hand should also be examined for LLS or for specific ways that LLS training might be implemented in using them. Perhaps teachers will be surprised to find many LLS incorporated into their materials, with more possibilities than they had imagined.
If not, they might look for new texts or other teaching materials that do provide such opportunities. Last, but certainly not least, teachers need to study their own teaching methods and overall classroom style. One way to do so is to consider your lesson plans.
Do they incorporate various ways that students can learn the language you are modelling, practising or presenting, in order to appeal to a variety of learning styles and strategies? Does your teaching allow learners to approach the task at hand in a variety of ways?
Is your LLS training implicit, explicit, or both? By audiotaping or videotaping one's classroom teaching an instructor may objectively consider just what was actually taught and modelled, and how students responded and appeared to learn.
Is your class learner-centred?In a complex world, it's easy to get overwhelmed by a deluge of complex information. This shouldn't be surprising, as working memory (our mental work space), has a limited capacity for processing information.
Visual Learning Overview. Visual thinking is a learning style where the learner better understands and retains information when ideas, words and concepts are associated with images. Personal Reflection Of My Learning Style. Print Reference this. Published: 23rd March, approaches to studying, vocabulary building, researching, analytical skills, writing skills and other successful learning strategies. My burning desire to excel has plunged me into great analytical thinking, which will enhance my future essay writing and. Cooperative learning is a technique that allows students to learn from each other and gain important interpersonal skills. Learn more about the benefits, strategies, and techniques involved in.
If the demands placed on working memory, known as cognitive load, are too high, learners may give up in frustration or fail to comprehend. 21st Century Skills Early Learning Framework The 21st Century Skills Early Learning Framework and Guide offer a practical tool for practitioners and advocates to integrate 21st century skills into early learning.
1 Academic Skills, Trent University metin2sell.com Peterborough, ON Canada © Writing a Reflection Paper. Visual Learning Overview. Visual thinking is a learning style where the learner better understands and retains information when ideas, words and concepts are associated with images.
Theories of Learning Here are some introductory overviews of modern “active learning” theories: • An introduction to theories about Learning & Cognition is Joyce Alexander's overview-summaries of learning theories, behaviorism, cognitive information processing, meaningful reception learning, cognitive development, and constructivism.
Reflective practice is the ability to reflect on one's actions so as to engage in a process of continuous learning. According to one definition it involves "paying critical attention to the practical values and theories which inform everyday actions, by examining practice reflectively and reflexively.