Recent orders
Active learning is better than passive learning
Active learning is better than passive learning
Name
Professor
Course
Institution
Introduction.
Learning is a process whereby a person mostly referred to as a teacher pass on knowledge to recipients known as students. This process can take place in many ways including and not limited to lectures, video conferencing and referrals. This paper tries to show that active learning is better than passive learning.
To understand these forms of learning we take a look at each. Passive learning is a non-interactive way of passing knowledge from the teacher to the student. The student simply listens to what the teacher has to offer without questioning or contributing in any way. Active learning on the other hand is where a teacher passes on what he or she knows to the student while seeking to establish what the student also knows regarding the topic of discussion. This can be achieved by use of open ended questions CITATION Dea01 l 1033 (McManus, 2001). The main reason for having this topic under scrutiny is to get more light why most people go to school but still remain in the same or slightly improve the state of understanding of study areas.
In order to get in-depth insight on these two learning methods we ask the question,”what are the concentration levels in both learning methods?” Focusing on passive learning we establish that concentration levels are low among students. This is brought about by low or non-participation in the learning process. Human concentration is greatly reduced if not faced with spontaneous activities within the environment. Due to the low concentration levels students don’t grasp entirely what they are taught CITATION Nor07 l 1033 (Herr, 2007). They also develop a negative attitude towards such classes. On the other hand active learning has high concentration levels among students due to their participation in the learning process. Students feel the urge to own the knowledge being transmitted to them thus ask questions whenever need arises. This levels of participation makes them alert thus can stay focused for longer periods than students in a passive learning class.
Another question we need to ask ourselves is “how do students respond to questions in an exam after undergoing through a passive or active learning process?” Students who have been through passive learning simply download what they were taught in class. This is evidenced by the similarity on what their teacher gave them either in note form or speech. Most of these students strive to cramming rather than understanding concepts. Active learning produces students who have grasped the context being taught in a way that they can explain it without necessarily using their teachers’ words CITATION Bar95 l 1033 (Barr, 1995). In an exam situation you find that they write what they know about the topic being assessed rather than what the teacher said.
Conclusion.
Active learning has been found to be better as it involves the participation of all learning participants. This also ensures that students don’t go to school to get information but to learn. It has been proved that active learning helps in self assessment of the teacher. The teacher gets to know whether the knowledge intended for the students has been grasped well. Active learning helps students to apply whatever knowledge they have effectively. This is due to the fact that the concept is properly understood and can be remembered with ease.
Works Cited
BIBLIOGRAPHY Barr, R. (1995). teaching to learning. Change Magazine , 13-25.
Herr, N. (2007, 06 14). Passive vs. Active Learning. Retrieved 05 18, 2013, from The Source Book For Teaching Science: http://www.csun.edu/science/ref/pedagogy/active-passive/active-passive-learning.html
McManus, D. A. (2001). The Two Paradigms of Education and the Peer Review of Teaching. Geoscience Education , 423-434.
Case Review and Counseling Plan
Case Review and Counseling Plan
(Author’s name)
(Institutional Affiliation)
Nicole and Tanya have two main issues that the therapist has to address for their relationship to work. Tanya has been hesitant to tell her parents about her sexual orientation and her lifestyle because she is afraid that they will reject her. Nicole, on the other hand, does not understand why Tanya cannot tell her parents about them, and especially when they are about to start a family and become more serious. This paper will review two main intervention approaches or techniques that the psychologist can use to help them establish a successful relationship.
There are two types of intervention techniques that a therapist can use to help this couple. These two include emotionally focused therapy and integrative behavioral couple’s therapy. The integrative behavioral couples therapy is an approach that is derived from behavioral couples therapy technique that usually puts much of its efforts not only on change of behavior, but also puts a substantial amount of focus on the acceptance of the problem that is impossible or difficult to change (Christensen & Heavey, 1999). In the case of Tanya and Nicole, their problem is that Nicole feels unaccepted by Tanya because she has not come out to her family fully about their relationship. Tanya feels pressured because she feels like her family might reject her if she does as Nicole is asking.
The therapist may help this particular couple to reformulate its challenges as differences other than deficiencies in order for the therapist to promote acceptance. This way, Nicole can understand that people are different, that her parents and Tanya’s are different, and that their reactions might differ. The therapist can use this approach to help the couple express some of their most vulnerable feelings that usually lie behind most behaviors (Christensen & Heavey, 1999). For instance, Tanya has fears that she might lose her family forever if she ever tells them of her lifestyle and sexual orientation. The therapist must make Nicole understand these feelings and fears so that she eliminates her fears that Tanya is hesitant with the news because she is not committed. This can also make Tanya understand Nicole’s fears.
This approach is also useful as it helps the couple carry out an analysis that is objective of the problematic patterns mist couples experience. Additionally, the technique can be beneficial in reenacting of behavior that is undesirable in a manner that increases and develops tolerance. This way, the couple can learn to be patient with each other, and can learn to tolerate each other. Therapists have designed these strategies to increase and promote acceptance between couples, and they may foster change indirectly in the problematic area and increase the closeness between the couple (Christensen & Heavey, 1999).
Emotionally focused therapy, on the other hand, explains the distress experienced in relationships with the use of the attachment theory, rather than through changing behavior (Greenberg & Johnson, 1988). This approach involves the identification of interaction cycles that are problematic between partners and the emotions basing these cycles. Therapists believe that distress experienced in relationship arises when bonds of attachment are disrupted or when these bonds have not been fully developed, resulting to couples engaging in rigid and tensional interactional patterns that prevent closeness. This kind of therapy works to help such couples recognize their experience in emotions in the restructure and relationship their interactions form in order to come up with a relationship that is more satisfying. The therapists and the couple work hand in hand to redefine and reprocess the relationship in a manner that it allows them a closer and secure attachment base for their relationship (Jacobson& Christensen, 1996).
References
Christensen, A. & Heavey, C. L. (1999). Interventions for Couples. Annual Review of Psychology 50:165–190.
Greenberg, L. S. & Johnson, S. M. (1988). Emotionally Focused Therapy for Couples. New York: Guilford Press.
Jacobson, N. S. & Christensen, A. (1996). Integrative Couple Therapy. New York: Norton.
Motivation Strategies in Teaching
Motivation Strategies in Teaching
Author
Institution
Introduction
Motivation has been one of the most valued concepts in varied environments including business, home and school. This may primarily be a result of the recognition that motivation has a bearing on the productivity of individuals in all these environments. Motivation, however, is an abstract term whose definition varies especially considering that it cannot be scientifically measured (Wenzel & Wigfield, 2009). Nevertheless, the term is used to underline varied processes and effects that have a common core in the acknowledgement that any organism would chose a certain behavior because of the likely consequences, then executes the behavior with certain energy along a certain path (Klassen et al, 2010). It is well recognized that there exists a positive correlation between motivation and leaning, with research showing that students who are motivated would be likely to put more energy in their learning, participate actively in it and realize better outcomes, as well as feel good about the process (Klassen et al, 2010). It is not surprising, therefore, that volumes of literature and models have been crafted to guide the process of motivation. Two of these are the ARCS model by John Keller and the Motivational Framework for Culturally Responsive Teaching by Raymond J. Wlodkowski. These two models are similar and different in varied ways.
In examining the two models, Klassen et al, (2010) noted that both models are dependent on the subject finding meaning in what he or she is doing so as to be interested. In ARCS model, the student would have to find the learning activity relevant and applicable in his or her life. This is the same case for Wlodkowski’s model, where the learner would be motivated after developing a certain attitude through ensuring personal relevance, as well as choice. Samadi (2010) also noted that the two models have motivation tied to the end result. In Wlodkowski’s model, the fourth essential component revolves around engendering competence through the creation of the understanding that the learners will gain knowledge on something about which they want to learn. This is the same case for ARCS model, where Kelly states that learning has to give satisfaction or a certain reward in the form of praise, sense of achievement or mere entertainment (Samadi, 2010) This may be done through giving learners the feeling that the skills acquired are beneficial by offering opportunities for their application. However, the two models differ in that Wlodkowski’s model seems to use emotions in enhancing motivation among learners. An instructor would have to establish inclusion through the creation of connectivity and respect between him and the learners (Samadi, 2010). ARCS model, on the other hand, strives to create no such connection or appeal to the emotions of the learner, rather the goal of motivation is tied to the satisfaction that the learner would achieve in the end (Wenzel & Wigfield, 2009).
ARCS model was recently applied in the classroom to improve the performance of ladies in sciences and mathematics. The tutors posed problems to the students to enhance their attention. This was complemented by breaking into groups to enhance participation. The relevance of pursuing sciences was underlined by the fact that these are core subjects that have a bearing on the overall performance, while the confidence of students was enhanced through providing feedback and attributing any success to their effort in the same. Satisfaction was guaranteed through providing feedback, as well as reinforcing the behavior with gifts and rewards alongside the high marks.
While both motivational strategies are credible, I find the ARCS more practical in my workplace. This is especially considering that it does not depend on emotional attachment between one party and another rather it is solely tied to the satisfaction or reward that an individual would gain in the end (Wenzel & Wigfield, 2009).
References
Klassen, R.M., Ang, R.P., Chong, W.H., Krawchuk, L.L., Huan, V.S., Wong, I.Y.F., & Yeo, L.S. (2010). Academic procrastination in two settings: Motivation correlates, behavioral patterns, and negative impact of procrastination in Canada and Singapore. Applied Psychology: An International Review, 59(3), 361-379.
Samadi,M.(2010). Investigating the relationship between the dimensions of motivational orientations, learning strategies, and determining the contribution of these variables in explaining academic achievement .Journal of Research Institute of Education Studies.
Wenzel, K. R., & Wigfield, A. (2009). Handbook of motivation at school. New York, NY: Routledge, Taylor & Francis Group.