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Defining The Learning Environment Essay

1385 words - 6 pages

Defining the Learning Environment
Sheneka N. Revis
Dr. Patricia Engelman
EDU 500 Adult Learning Theory
May 4, 2014

As operating manager over Open Season University’s Instructors, I was assigned the task of conducting a certification class for all active Instructors next month. This is a voluntary training that can offer each Instructor higher pay upon completion. Open Season University is located in the mountain area of Asheville, North Carolina. Our institution is an enrichment program that will assist individuals in achieving success.
We believe it is imperative to operate as the driving force that encourages students to strive for excellence while instilling within them the ...view middle of the document...

The first objective of the lesson will guide instructors on How to Overcome Thinking Ruts and Procrastination is important for both an Instructor and the student. Thinking ruts are problematic; they cause students to solve problems over and over the same way even though the elucidations do not work. According to the blog, “The Discipline of Innovation,” thinking ruts are dangerous because they make us vulnerable to radical innovations.
Procrastination (an example of a thinking rut) is a behavior that is caused by acting out something in the same manner without triumph. We will learn what is procrastination; different masks of procrastination, procrastination diversions; procrastination complications and finally how to stop procrastinating (http://www.smartrecovery.org/resources/library/ebooks/beat-procrastination-now.pdf ). We will also discuss reasons why students procrastinate such as: lack of self-esteem, need for attention; lack of time management skills, fear of failure or avoiding the unpleasant. This objective will be designed to help instructors validate for students ways to use precarious examination to prevent acting in ways that could keep them from attaining their life goals. They will be taught to use probing questions such as, what are the basic assumptions that train students to reproduce certain behaviors (http://timkastelle.org/blog/2011/07/how-can-we-break-out-of-our-thinking-ruts/ ). Without critical thinking dreams can become stagnant even before students begin to achieve them.
This brings us to the second objective of the lesson, Developing Critical Thinking. The meat of learning this objective will reveal ways to develop critical thinking skills. Instructors will review critical thinking as it is defined through the Foundation of Critical Thinking and The Critical Thinking Community. According to the Foundation for Critical Thinking website, critical thinking entails the examination of those elements of thought implicit in all reasoning: purpose, problem or question-at-issue; assumptions; concepts; empirical grounding; reasoning leading to conclusions; implications and consequences; objections form alternative viewpoints and frame of reference. Instructors will also review the two components of critical thinking: 1) a set of information and belief generating and processing skills, and 2) the habit, based on intellectual commitment of using those skills to guide behavior (http://www.criticalthinking.org/pages/defining-critical-thinking/766 ). Critical thinking provides the ability to dissect information through reasoning, questioning, challenging facts, problem solving, and rethinking. When we thinking differently we can think critically; opening our minds to new ideas that it might otherwise reject, teaches to evaluate information within new frameworks of thought (as cited in Hjorth, 2000). New thought directs new and usually more operative behavior.
The final objective that Instructors will review is Solving...

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