People’s means of learning concepts may hugely vary based on each individual and the manner they grasp diverse life elements, which could be discovered at an early age while learning in school. Textbooks and lectures, visual and audio would improve children’s reading and writing skills. Learners could be categorized as visual, aural and kinesthetic (practical) learners (Sadker, 2005). Other learning styles assessed may include cooperative learning such as Jigsaw, a method discovered by Elliot Aronson in which students are grouped into study teams. The materials are administered via audio, visual or kinesthetic presentation and it is the student’s responsibility to assimilate and retain the academic materials. Other approaches include learning together, thinking, paring and sharing. In this essay the three stages of learning, assessment on previous stages, evaluation, leadership roles and personal growth remarked after the course will be discussed.
People’s means of learning concepts may hugely vary based on each individual and the manner they grasp diverse life elements which could be discovered at an early age while learning in school. Textbooks and lectures, visual and audio would improve children’s reading and writing skills. Learners could be categorized as visual, aural and kinesthetic (practical) learners (Sadker, Sadker, 2005). Other learning styles assessed may include cooperative learning such as Jigsaw, a method discovered by Elliot Aronson in which students are grouped into group of study teams. The materials are administered via audio, visual or kinesthetic presentation and it is the student’s responsibility is to assimilate and retain the academic materials (Arends, 2012). Other approaches include learning together, thinking, paring and sharing. In this essay the three stages of learning, assessment on previous stages, evaluation, leadership roles and personal growth remarked after the course will be discussed.
The three stages of learning pertaining to the new learning experience
Memories consolidation would be considered as transferring information from the short to the long term memory and could become very resistant against competing factors over time (Walker et. al, 2003). New learning experience would begin with practices whereas the learner will center much time and energy, it is the most important element of learning any new discipline, consistent efforts are demanded from the adherent because the practices must be engrained as a second nature, real time where the system archeypes are repeated spontaneously and adjusted when encountering issues. The second stage of learning would be attached to principles which lay behind practices of any disciplines being taught. The structure influence model is applied to eradicate “policy resistance”, an attitude of humans to withstand changes. Vision like any other discipline would be viewed as a fundamental source contrasting creative and emotional tension. The principle is both significant for the beginner and the individual who has mastered the discipline because only the rationale behind the discipline would aid maintain the practices while motivating others. Mastery of the discipline requires both efforts and understanding by cause of it involves a new behavior followed by an action plan “thinking and doing” (Senge, 2006).
The third and final learning method would be labeled as the essences of the instruction which no longer requires much efforts and understanding but is defined as a state of being of individuals who have attained a high level of mastery within the discipline. The teaching learned begins to be modified at the level of essences, the system of thinking (interconnectedness) and mastery (connectedness) are ingenious variances. The former would imply awareness, relational ideas of various materials, and the latter with consciousness of being part of rather than separated from the world. Vision also has to do with commonality of a goal while alignment would insinuate team learning. Shared vision is a group direction while the latter indicate a group performing as a whole. Share vision could and team learning are generally differentiated with practices in group with a clear understanding of the principles and the essences are the state of being accomplished conjointly (Senge, 2006).
Assessing strategies for facilitating organizational learning
Learning could be defined as comprehending new functions of a trade, a language, culture or professional production means of an organization. Memories may store new information and knowledge as the mind learns new constructive, active, cognitive skills correlating with the mental activities of the learner. Two types of activities are discerned in the learning process: regulation and orchestration of the diverse activities which are to be performed. Learning contains a hierarchical nature and is composed of several megacomonents (Shuell, 1986). At an early age in the school settings, students could be divided in three to five groups to habituate them with collaborative learning and teamwork. They would mentally visualize the answer, brainstorm, communicate among themselves before responding to the instructor’s questions, then the educator would call a number randomly and an answer would follow for the entire class. Smart students do not seem to benefit much from cooperative learning but it gives them a sense of belonging, an opportunity to share ideas and create a collective brain extracted from diverse standpoints (Arends, 2012).
Furthermore prior knowledge is important in the aspect of learning new information in order for sound comprehension to occur. Relevant learning must be identified and an action plan is to be developed to demonstrate prior learning while aiding the individual prepare for the new material being taught within an organization (Day, 2001). Concept and knowledge must become more hypothetical to facilitate the relation with various situations. On the other hand, recent cognitive learning have centered on (AI) artificial intelligence with the purpose of developing computers that are able to learn these new concepts. Cognitive psychologists are also capable of distinguishing declarative and procedural knowledge. Declarative knowledge illustrates factual elements such as 2+2= 4 while procedural knowledge would encompass the simplest manner to learn new methods.
Consequently the distinction between the two is essential for the ACT theory: The declarative stage surrounds a range of proposition “statements, relationship among concepts, events” and the procedural knowledge is rather a system of production such as: information on the circumstances an action should be taken and the details on steps to be adopted when the decision is deemed appropriate. Additionally the procedural knowledge would involve three states which include the declarative state, the knowledge compilation stage and the procedural stage (Shuell, 1986).
Moreover organizational development (OD) has been taught in schools across the U.S in the past 20 years. Such movement accentuates on huge efforts to improve organizations or schools’ problems-solving in order to rejuvenate and modernize ancient procedures with the emphasis of forming teams. Organizational development derived from human relations of the nineteen fifties and has been modeled by the behavioral science field and centers on organizational learning, motivation, social interaction and problem solving.
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- Dr. Marc Nader (Autor), 2016, The three stages of learning, Múnich, GRIN Verlag, https://www.grin.com/document/1270061
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