Module 3 Discussion: Thinking Critically About Learning Styles
Module 3 presents an opportunity to think critically about learning styles. There is a debate about the validity of learning styles. There are two camps in this debate—those who support their existence and use, and those who argue that they do not exist or that they are misused. Read the Pashler et al, Felder, Weimer, and Strauss articles. Using what you learned from the “Thinking Critically” and “A Metacurriculum on Metacognition” presentations, debate the merits of learning styles. Do learning styles exist? Why or why not? Take a position and defend it using course materials. If they do exist, what should we do with this knowledge? For example, what if some people prefer to learn by reading and writing, but they are studying a visual topic like geography? What light, if any, does the “Andragogy” presentation shed on this discussion?
Conclude with personal application. What have you learned about yourself as a learner? Do you believe that you have a particular learning preference? If you have never completed a learning style assessment, you can complete one, such as the VARK Questionnaire, free online. Which of Gardner’s eight intelligences fit you? Did anything from the presentation on “Andragogy” resonate with you? How about Wirth and Perkins’ article Learning to learn? How will you apply that knowledge to your present and future coursework especially in light of the debate referenced in the previous paragraph? You do not have to address every question in this paragraph.
For this and all discussions this term, to earn full credit submit an initial reply to the prompt by Thursday, provide a substantive response to a minimum of three classmates by Sunday, and post on at least three of seven days. Be thoughtful in your discourse, and make sure to integrate concrete examples from the course readings and presentations using APA style in-text citations and a list of references.
assignment 2.
Application Assignment 3 is “What Makes an ‘A’ Student?”
Wirth and Perkins write, “It’s not that it isn’t important to learn some facts while in college; these will likely be necessary for future employment. More important though is having the skill to learn on one’s own after leaving college. This single, most-important skill will empower you for a lifetime and should be one of your highest priorities for attending college.”
Using the preceding quote as a framework and the attached Table 6 as a guide, Application Assignment 3 explores the characteristics of “A” and “C” students and provides you the opportunity to assess and reflect on your learning behaviors.
Instructions:
Review attached Table 6, which is from the Wirth and Perkins article in this week’s reading. This chart lists nine behavioral dimensions and delineates corresponding behaviors of both “A” (outstanding) students and “C” (average) students for each dimension.
Assess your behaviors in each of the nine dimensions on Table 6. Are your behaviors closer to those of an “A” student or a “C” student? (For this assignment, grades of B are not permitted.) Explain your reasoning for each of the nine “grades” you assign and be sure to support your designations with specific examples of your behavior. Note: This exercise does not concern itself with actual grades earned. In fact, you are discouraged from reporting actual grades. Instead, focus on how you behave as a student.
Note: Please do not simply highlight your selection for each behavior. Similarly, do not merely copy and paste the text from Table 6. Your goal in each application assignment is to demonstrate critical thinking skills and writing skills. Therefore, demonstrate as much original thinking as possible in your writing.
To compose your assignment, list the first behavior (Attendance-commitment) and then the letter grade that you assign yourself.
Underneath this behavioral listing with grade assignment, offer your rationale for the grade assignment, based on your critical thinking and offering examples of your behavior, that substantiate your grade assignment. After you have assigned a letter grade and written your rationale for each of the nine behavioral areas, reflect on your self-assessment.
Reflect on your self-assessment and discuss the following. In a paragraph format consider the following. Is there a difference between your self-assessment and actual progress you are making this term? Have you rated yourself an “A” student even though you have demonstrated behaviors of a “C” student? If applicable, what might help explain the gap between your perception and your performance? Discuss a few dimensions in which you can demonstrate more behaviors that are characteristic of “A” students. Even if you assigned yourself an “A” in some dimensions, are there actions or activities you could be doing differently to improve your behavior as a student?
Important note: There are no right or wrong answers so please respond candidly. Remember, we are all developing learners. This assignment simply asks you honestly to assess your behaviors and then reflect on possible areas for improvement.
In all of the application assignments you will complete this semester, be thoughtful and think critically. Strive to hit the higher levels of Bloom’s taxonomy of educational objectives (application, analysis, evaluation, and creativity or synthesis).
Your assignment should be written in narrative format and should be no less than one page. You may use a table to organize your self-assessment, but please write the explanations in complete sentences. Please be mindful of writing conventions. Upload your assignment as a Word document using the link provided by 11:45 p.m. on Sunday of Module 3.