June, 7 2018
I love these reading materials. They are just like the summary of my teaching. These readings can also improve my teaching abilities in the future.
Today I read Reading 4 Developing an instructional design strategy to support generic kills development again because this paper contains instructional strategies that may help me develop students' generic skills.
Varying definitions of what generic skills are and different requirements in different disciplines is complicating progress. Professional courses such as teaching, medicine and social work place a strong emphasis on collaboration and communication skills and are usually designed with practical work-experience components so that students learn “on the job” skills. Other courses have no work experience component or industry contact during their studies but may contain “stand-alone” modules designed to
teach these skills. Some courses have no work experience or generic skill development components (Bennett et al., 1999).
The development of generic skills can be demonstrated in many instances that focus on process and student-centred activities: dialogue, feedback, reflection, and task-
oriented activities and so forth.
Developing learners’ skills in self-directed learning has value both as an educational learning strategy for promoting deep and meaningful learning, and also as a required graduate attribute to encourage life long learning. ( P. 4) In developing this in the future, I think I need to think of ways like involving my students through projects, presentations situated in a contextual environment to encourage students to have the ability to activate and sustain cognition, behaviors, and affects.
Reflection enables learners to construct meaning from their experience by critically self-assessing their performance. Other related learner activities used to help promote reflection include revision, reconstruction and rethinking of ideas and problem solving sequences, exchanging ideas, commenting on others’ work, engaging in critical self-assessment self and peer assessment activities, and using reflective journals (Boud, Keogh, & Walker, 1985; Cox, 1994; Seale & Cann, 2000).
Authentic activities provide students with opportunities to develop knowledge and skills needed for specific contexts, jobs and roles. These learning environments should
preserve the full context of the situation and allow for the natural complexity of the real world (Barab, Squire, & Dueber, 2000; Brown, Collins, & Duguid, 1989; Cognition and Technology Group at Vanderbilt, 1993; Resnick, 1987; Winn, 1993). Learning activities used to promote authentic context include problem-based learning, real world activities, project work, teamwork, simulation, role-play, work experience, practical work and industry visits.
In future teaching, I will apply these learning activities into my teaching process by promoting through a combination of project activities, task-based learning strategies and face-to-face lectures. I believe this is a powerful way to support students' knowledge construction.
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