吴本虎学友之园:综合认知能力发展探究

We are friends for study, in study and of study.

 

综合认知能力发展探究(8):回顾我们的综合认知能力发展历程

 

Exploring the Developing Integrated Cognitive Competence (综合认知能力发展探究)

Session 8 (8)

Reflect on our developing integrated cognitive competence (回顾我们的综合认知能力发展历程)

1. Our discussion questions: (我们探讨的问题:)

In this session, we will focus on the two questions: (这一讲我们要关注两个问题:)

1)     How to learn? (怎么学?)

2)     How to teach? (怎么教?)

 

2. My first words: (我的开场白:)

1)     Every teacher is teaching and learning at the same time. (每个教师既是在教又是在学。)

2)     Every student can be learning and teaching at the same time. (每个学生也能又学又教。)

3)     Teachers can teach each other and learn from each other. (教师可以互教互学。)

4)     Students can learn from each other and teach each other. (学生可以互学互教。)

5)     Teachers and students can teach each other and learn from each other. (师生可以互教互学。)

With the above five points in mind, our course will be more colorful, resourceful and insightful. (有了上述五方面的考虑,我们的课程就会有声有色、)

 

3. The process of my reflection on the teaching and learning of this course: (我对这门课的教学过程的反思:)

I wanted to reflect on my learning process. (我想回顾自己的学习过程。)

Ü

This was my starting point. (这是我的出发点。)

Ü

I searched my memory for what I would do. (我为了做我想做的事求助自己的记忆。)

Ü

I thought of ‘reflective teaching’ and wanted to find out whether I could get some resources on ‘reflective learning’. (我想起了“反思性教学”,并想知道自己能否找到有关“反思性学习”的资源。)

Ü

So I searched http://www.google.com.hk/ with "reflective learning".

Ü

http://www.google.com.hk/

Ü

"reflective learning"

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http://engandcompscicoop.dal.ca/co-op_students.php?sub=cs/reflective_learning

Ü

Dalhousie University Reflective Learning Dalhousie Engineering & Computer Science Cooperative Education.mht

Ü

Reflective_Learning_Dalhousie_University.mht

Ü

4. The reading

Reflective Learning

This section will introduce you to the educational theory behind practical experience which is also known as "Reflective Learning".

Work Terms are Academic Terms Too!

The purpose of co-operative education is to enhance your classroom learning with work place learning and vice versa. The ability to integrate theory learned in the classroom with practical experience is called experiential learning where the classroom becomes the 'lab' your supervisor becomes the 'prof' and reflection and analysis of your experience becomes the class participation part of your grade. This is why work terms are considered to be academic terms too. The purpose of this section is to get you thinking about what you want to learn on your work terms.
The Four Stages of Reflective Learning

Reflecting on your experiences, whether they are at work or in the classroom is the best way to ratchet up the learning level of any experience. Reflection strengthens learning and allows you to recognize your areas of growth and areas that need improvement. Reflection is the key part of the 'experiential learning cycle'. Experiential education is defined as "the process of actively engaging students in an authentic experience that will have benefits and consequences. Students make discoveries and experiment with knowledge themselves instead of hearing or reading about the experiences of others. Students also reflect on their experiences, thus developing new skills, new attitudes, and new theories or ways of thinking" (Kraft & Sakofs, 1988). The theoretical learning model below was developed by David Kolb, 1984.

This model can be simplified to:

1)     Experiencing – These are activities from which a student may learn (readings, fieldwork, lab work, problem sets, observations, simulations/games).

2)     Reflecting – the student thinks about the experience (what was seen, felt, thought about) and integrates the new experience with past experiences. (Keeping a journal or log through your work term will help with this process.)

3)     Generalizing – the student develops questions and theories and attaches meaning to the experience.

4)     Applying – the student tests out new ideas, attitudes and behaviours and the cycle continues.

 

Setting Goals and Objectives

While reflecting will facilitate learning after the fact, setting goals and objectives will initiate learning and increase your chances for positive outcomes. We encourage you to set goals for developing new skills and knowledge on your work terms. While the words "goals" and "objectives" are used interchangeably, goals are generally defined as being broad in nature, while objectives are the clearly defined steps needed to achieve your goals. Your goals should be written in terms of the 'learning outcome' of your objectives. For example:

Learning Goal:

To improve oral communications through giving presentations.

Objective:

As part of my work term, I will seek out at least one opportunity to develop and deliver an effective and well organized presentation to my co-workers and supervisor.

 

Develop your Goals the S M A R T Way

Specific:

Outline in detail what you wish to accomplish. What, why, how?

Measurable:

The goal must be quantifiable; a standard is needed for comparison.

Action-Oriented:

Describe activities needed to accomplish the goal.

Realistic:

The goal must be attainable, practical and do-able.

Timebound:

A time frame is needed; make the commitment.

 

References:

Kraft, D., & Sakofs, M. (Eds.). 1988. The Theory of Experiential Education. Boulder, CO: Association for Experiential Education.

Kolb, D. A. 1984. Experiential Learning,\. Englewood Cliffs, NJ.: Prentice Hall.

 

Course Work for Session 8

Learn to reflect on your own learning process by considering the following questions:

1.     What have you learned?

2.     What have you failed to learn?

3.     How will you learn what you have failed to learn but you still want to learn?

This course work is required to be presented by 14:00, 9 April 2012.

 

About the course report (20% of the total score of the course):

1.     The deadline for you to submit your course report: 17:00, 20 2012.

2.     Put the printed copy of your course report in the instructor’s mailbox on the 2nd floor of Building 22.

3.     Send the Word file of your course report to wbh511@163.com

 

posted on 2012-03-29 22:21 吴本虎 阅读(104) 评论(1)  编辑  收藏 所属分类: 综合认知能力发展探究2012春

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# re: 综合认知能力发展探究(8):回顾我们的综合认知能力发展历程 2012-04-19 22:19 09090413

My reflection on my own learning process by considering the following questions:
1. What have you learned?
During my learning process, I think I have learned to pay more attention to the linguistic atmosphere in the reading material, for example the difference between the “University of Michigan Law School” and “Peking University’s Law School”. And I have realized that language is so abstract, if we care more about it, we could learn more. What’s more, when reading, I will start to think about what the writer critically, not just follow what he said.
2. What have you failed to learn?
I still failed to think about the questions and problems cognitively. Many times, I just read the material and let it go, rather than think in my own way.
3. How will you learn what you have failed to learn but you still want to learn?
I will try listening and reading critically on purpose.

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  语言是认知的源泉。
  语言不仅是交际工具,而且是认识世界、改造世界和创造世界的源泉。
  语言始终在人类认识世界、改造世界和创造世界的过程中发展与丰富本身。
  所以,英语教学的目标不能长期局限于“培养交际能力”,而应当将“发展包括语言能力、思维能力、感知能力、记忆能力等在内的综合认知能力”作为新的目标。--吴本虎

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