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Independent learners, who engage in their own learning process already know these things. The third component in independent learning, self-reactiveness, relates to the way students control their own learning actions and regulate their own behaviour in classroom. When students get to regulate their own learning process pace, depth, breaks, note-taking, collaboration, additional information, etc also the learning results, the visible and tangible products of learning, do improve.

Students self-evaluation is an important classroom practice, because it combines feedback and self-reflection. It both enables and encourages students to engage in their own learning. Bandura, A. Toward a psychology of human agency. Hattie, J. The power of feedback.

Tags: choices , choosing , effective teaching , empowering , interaction , Learning Process , learning product , teaching. Sometimes it seems that we want a magical pill to improve education and learning. This, of course, is not possible, no matter what the advertisements say.

We cannot become fluent in a new language in two weeks any more than grow tall trees from saplings in the same amount of time. Learning and growing are both delicate processes where time is one essential component. How we use that time is important.

In each unique situation. I have previously stated that I believe learning happening in interactions. These dialogues are essential for concept development and creating deeper understanding about anything. How interactions develop depends entirely on the situation. Some days and times are better than others, but for effective learning facilitation the basic requirement is for the teacher — or the parent — to remain fully present physically, emotionally and cognitively in the situation.

Gathering around the table for an enjoyable meal with the whole family and having vivid discussions about important issues certainly improves the quality of life and learning. However, if the family meal is used as a rule, thinking how performing this daily ritual improves the education and the future of children, we are misleading ourselves.

In this case the family meal has become an empty doctrine. This was also the finding of researchers who followed nearly adolescents: Beyond indirect benefits via earlier well-being, however, family dinners associations did not persist into adulthood. I wonder how different the results were if this research had focused on meaningful interactions? Maybe it helps us shift the focus away form prescribed and scripted actions into the importance of situationality in education. In my family the best discussions often occur in the car, mostly because of the closed space and having time to chat.

My wish is that this gives hope and confidence to other parents who also at times may feel like running a family taxi service. Some days nobody feels like talking, other times there are more items to discuss than we have time. I am not trying to promote quality time over spending bigger quantities of time with children. I am just stating a fact that in my busy life the shared car ride sometimes turns out to be an enjoyable and meaningful conversation.

Should it be generalized and stated that spending time in the car with your kids improves their well-being? Absolutely not. Because it depends on the situation. I am afraid the same mistake of neglecting the true nature of learning is happening with Common Core. The frames of teaching and rules of instruction are emphasized over the content, which should be learning instead of teaching. We cannot box learning into a tight and tidy package, because it is situational and depends on dozens of individual factors during any given moment in the classroom.

Why not equip teachers with understanding of learning facilitation instead of providing them with a ready script for every minute spent in the classroom? The myth of family meal. Scientific American Mind 24 1 , 8. Journal of Marriage and Family, 74, — Tags: communication , interaction , learning facilitation.

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We are born with an intrinsic curiosity about the surrounding world, and try to figure out the way of life by interacting with people around us. This is called the primary socialization process [1] and during this process we learn to speak and move independently, but also adopt the values and the filters our significant others parents, caregivers are expressing in their tone, words and behavior. From these early experiences and interactions, and everything coming after that, we create our own worldview and expectations for life, learning and everything.

In pre-school or school age the secondary socialization process shapes our interactions with other people, media and information around us. There are many different ways to interact, and some have traditionally been used more in education than others. Today we recognize how communicative interactions are more effective than purely physical ones. Adding active concept development into explorations simply by naming the subjects of that momentary interest and providing connections to previous experiences is often instinctively done by parents.

Of course early childhood educators try to cater for this type of learning by planning for experiences and having appropriate equipment nearby. Yet, for concept development the dialogue is the most important tool. Early learning experts actively use self-talk and parallel talk to describe what they are doing or what the child is doing in order to make words and sentences become relevant for children, adding more substance to the short sentences children are able to use, yet keeping the discussion focused and meaningful. Communicative interactions are extremely useful in all other levels of education, too.

K students should have plenty of opportunities to explain why and how they helped themselves learn, and as the teacher cannot be listening to everyone simultaneously, I cannot see any other way to increase the student talk time, but by having them to explain to each other. Somehow we often seem to have the fallacy that teacher needs to hear every word — which to me seems to be a remnant from the past. If the focus of education is in control, then yes, teacher probably needs to hear every word students are uttering, but in that case interactions are very limited purely on mathematical principles one hour, 25 students and one teacher equals 2.

I strongly suggest cooperative learning activities. Too often the view of teaching is limited to instruction, which at worst becomes a monologue: communication without interaction. This is far from effective teaching and meaningful learning, because it basically is just providing information for students, not facilitating their learning, as there are no immediate feedback loops. Often it is also based on power or control mandatory lectures, no matter whether I already have learnt the content, but attending because of credit hours , instead of validity of information and relevance for my learning.

Why do we do this?! One helpful tool for any teacher is to use self-talk to make their thinking visible and parallel talk to help a struggling student understand a different point of view — the important part is the interactive way of using it and having students map their own actions or thoughts to make the learning process more tangible.

Communication with interaction makes the difference! Interaction without communication presents a different problem: doing things and saying words simply because we are supposed to do so. We have so little time with our students that we truly cannot afford using the precious opportunities to interact and not communicate — whether it is negotiating meaning or conveying caring — and then checking for understanding.

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