How to Navigate the Your Life
According to Stephen Pashley, Executive Director of the Petcus Center for Learning (the learning facility that provides Students with Life Skills) – Learning has been adjusted to our individual development by our genes. As such, our non-verbal, higher-level learning is born through our formative years. If we think in a separate, independent way, we are ‘thinking out of the box’, Pashley says.
Adults don’t learn by being taught through the process of sitting and looking at a learning resource for 5 minutes, per CAPTOLDI. We need to have “something meaningful to say”. So, what are the ways in which learning can be assessed?
How Should Learning Be Assessed?
In my previous article, I demonstrated that taking “rookie/free agent” perspective in learning evaluation is not a true picture of what learning can consist of and what the actual way in which learning is being approached. This is a first step for individuals to understand the best means of learning assessment.
The next step is for us to find the best resources to use for finding, capturing and evaluating learning. The only way we are going to learn is, first, through observation and second, through feedback. How do we find this information?
Scenario and Criteria
I came up with a scenario (anonymously) for reviewing what learning needs to be assessed.
Scenario: A student attends a class presentation that includes project questions. Should the student act on the information she sees presented to her? Or should it be left to others to put together the project or provide more details to her? I’ll take this scenario.
Second: A person is at home and shares two new sources of information. Should the individual analyze the material before taking action on it or look for other ways to transfer the knowledge to others? Again, my take.
Should people get feedback after an experience? This is a judgment call. If a person was struggling for more weeks than others, do they get feedback after a performance? My take: No. For me, getting feedback after the performance should be an individual thing. What works for one person may not work for another. If you need to look at the difference between being wrong and being “wrong” and reverse it, do you get feedback about your “wrong” beliefs after a performance? My take: No.
If a person was struggling for more weeks than others, do they get feedback after a performance? My take: No. For me, getting feedback after the performance should be an individual thing. What works for one person may not work for another. If you need to look at the difference between being wrong and being “wrong” and reverse it, do you get feedback about your “wrong” beliefs after a performance? My take: No.
Going back to the old wisdom of the saying, “Observe, relate, and share what you observe” – I’ve finished my example example and I’m ready to move on to the next example. How are these examples going to be evaluated? I can think of six great examples:
I interpreted my relative’s “What are you doing in life?” question to mean “Where do you do your work, and what projects do you work on?” and I replied by telling her that I work on “projects” I have started but I won’t finish them until I have “access to resources.” For me, this was a learned something I didn’t come up with on my own. If I want to get feedback, then my teacher’s (or parent) presence is needed to help me dig deeper and find my own answers. I find myself repeating the same questions as if I had a problem. I sit still and don’t talk back to my teachers and my parents until I get some feedback. This is the first step in the process. I can’t get feedback until I dig and become clear about why I’m asking the question in the first place. When I dig deeper, I get clear about my understanding and I get to the root of my struggle. This comes when I talk back to my parents and teachers. When I talk back to my parents and teachers, I do this because I really think they have a lot to teach me and I need to clear the air in order to get feedback. I can use these examples to show what learning can consist of and what the actual way in which learning is being approached. As for getting feedback after the performance, here is my answer.
I must say, I was super surprised that I didn’t get more feedback after performing better than I have in the past. Let me know your take on feedback, like what you know as far as your performance goes. How can I get feedback after a performance? Where do I get feedback after a performance?
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