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Actual for You - Develop Learning Potential Through Paired-Learning
In part one I wrote about ways to follow up after an interview. Keep in mind that following up after an interview will assure the employer that you have an interest in the job and they will be more likely to take the next step if they fill that you are a potential candidate and their chances of you taking the job are high. Employers do not want to waste time interviewing people who have no interest in taking the job.Here are some additional tips on following up:Follow up with a phone call and thank them for giving you the opportunity to meet with them about their job opening. If you have an interest in the position let them know and again mention something that you remember during the interview that you liked about the job or the company.Use email as a source to follow up. If it has been a couple days since you have heard from them send them an email and ask what the next step is. Asking the next step should be asked during the interview, an email reiterates that you have an interest in the job and you wanted to make sure you knew what to expect.One way that you can set yourself apart is to use a fax. Everybody today will use email as instant communication but most people have forgotten or fail to use the fax machine. Fax the employee a letter sta
2. Paired students have to meet at set intervals under the guidance of a helper
The paired learners should remain together as an established learning community for at least a minimum period of time during the academic year and before re-allocation occurs. The paired learners should meet at regular set intervals; say two or three times a week for around two hours at a time.
These gatherings should happen under the guidance of a helper (teacher or senior student) that may lead the discussions occurring during the learning gatherings. The helper serves as a facilitator and counselor in order to ensure that the learning team remains focus in terms of the study mater
We spend approximately 50% of our waking hours at work. Doesn't it make sense to make the most of that time, otherwise what's the point? OK, it pays the bills but shouldn't it be about more than that. The happier you are at work, the happier you can be with other areas of your life.If work's getting you down or you'd like to try something different, here are a few things to consider.1. So, are you happy at work? If not, why not? Is it the type of work you do, the people you work with or your boss? What can you do to change your situation? How could you make it more interesting, how could you improve the relationships with the people you work with? Could you do the same thing but for a different company. Could you delegate tasks to someone else in your team?2. Do you love what you do? What is your passion and what motivates you? What values in your life are important to you - health, money, security, family, relationships etc.. Follow these and you'll be happier in your work and in life generally.3. What are you good at? What skills and abilities do you have? Where could you make improvements? Training for the job that you do could improve your job satisfaction and your job prospects and could enable you to ta
One of the techniques available whereby the variety of abilities in a group can be enhanced and constantly been widened is through the process of paired learning. However, not only does this method gives recognition to the fact that one learner has the right to be better than the other, the poorer learner also benefits and develops quicker as the method requires the active involvement of each learner. Further, as more information becomes accessible to learners within institutions of higher learning and without the aid of these institutions, it is required of professional educators in higher education to work more indirectly as a manager of effective learning rather than focusing on the traditional roles of teaching and instruction. This is done in the realization that the overall quality of learning can be improved if learners have the opportunity to clarify, question, apply, and consolidate new knowledge.
The ability to discriminate between students, involve them in and let them contribute to the learning process, and allow them to source from both internal and external learning information, though necessary preconditions for learning success, does not necessarily guarantees success. A more important matter to consider in paired learning is how to make the stated concepts matter to all students and educators involved in the process and to utilize the process in an innovative manner in order to enrich the learning experience.
Purpose
The purpose of this article is to provide a general functional definition of pared-learning and to propose an implementation process that could be followed by institutions of higher learning.
Definition
In general paired-learning refers to the design of a coherent, equal status inter-disciplinary learning setting in which a one-to-one learning setting is created to foster collaborative learning under the guidance of a facilitator, without necessarily employing extra resources, and whereby the facilitator as well as the learners can intellectually, socially and emotionally learn from experiences shared through a process of academic engagement in order to enhance learners understanding of a subject or discipline. A form of tutoring is created whereby interaction and engagement is promoted.
In essence, therefore, paired learning is embedded in a social constructed interdisciplinary, inter-learning unit learning environment whereby a learner engage someone else in knowledge production, creation, improvement and innovation to accomplish more that what he or she was able to accomplish on his or her own. Following this learning approach, the learning structure approach of individual A is blend with the learning structure approach of individual B.
The process
In this section the process of establishing a paired learning environment will be briefly discussed.
1. Create a one-to-one learning setting
In its most ideal form two students should form a study team and should enroll for two or more similar courses at the university. This ensures that the learners are studying the same material. Through the creation of a one-to-one learning setting each student gets an opportunity to actively engage in the construction of knowledge in ways that require of them to learn together as a group. In this regard it is important to get learners to move away from “habit-learning” in which they are seeking the right answers to an approach in which they are urged to seek and develop generalized concepts and models that apply to concrete experiences and to master the ability of intelligent adaptability.
This however cannot be accomplished unless each member of the team does his or her part in the learning process. What is required is that each learner shares his or her experiences as it relates to the discussion or assignment against expectations, communicate with and learn from his learning companion, compare and interpret ideas, draw inferences and propose possible solutions to each other.
2. Paired students have to meet at set intervals under the guidance of a helper
The paired learners should remain together as an established learning community for at least a minimum period of time during the academic year and before re-allocation occurs. The paired learners should meet at regular set intervals; say two or three times a week for around two hours at a time.
These gatherings should happen under the guidance of a helper (teacher or senior student) that may lead the discussions occurring during the learning gatherings. The helper serves as a facilitator and counselor in order to ensure that the learning team remains focus in terms of the study materi
Think a moment about the journalist and the historian. The former is presenting the new(s) the latter combines the new into a (historic) perspective.If you want to be in the lead with new trends like the innovator you should know the new(s). You should know about all new developments and more important, you should try and proof them. This is more than a single experiment with new technology. Blogging for example is such a new trend, and the innovator (journalist) will experiment with it. Like the investment journalist who is commenting on a financial movement during the day, the innovator will not be able to determine in what direction the trend will go, nor whether the new movement is strong enough to be a real trend.The more conservative investor and entrepreneur will wait to take action on all those pre-trend movements. He wants to value the new movement before betting his money on it. To do this you need to put things into (historic) perspective.The approach of the innovator brings advantage in the sense that he is up to date, and gains hands on experience on the matter. The disadvantage is that each such an experience costs time and money that could have been spent otherwise. But once one of the little trends is speeding up, the innovator is alread
Purpose
The purpose of this article is to provide a general functional definition of pared-learning and to propose an implementation process that could be followed by institutions of higher learning.
Definition
In general paired-learning refers to the design of a coherent, equal status inter-disciplinary learning setting in which a one-to-one learning setting is created to foster collaborative learning under the guidance of a facilitator, without necessarily employing extra resources, and whereby the facilitator as well as the learners can intellectually, socially and emotionally learn from experiences shared through a process of academic engagement in order to enhance learners understanding of a subject or discipline. A form of tutoring is created whereby interaction and engagement is promoted.
In essence, therefore, paired learning is embedded in a social constructed interdisciplinary, inter-learning unit learning environment whereby a learner engage someone else in knowledge production, creation, improvement and innovation to accomplish more that what he or she was able to accomplish on his or her own. Following this learning approach, the learning structure approach of individual A is blend with the learning structure approach of individual B.
The process
In this section the process of establishing a paired learning environment will be briefly discussed.
1. Create a one-to-one learning setting
In its most ideal form two students should form a study team and should enroll for two or more similar courses at the university. This ensures that the learners are studying the same material. Through the creation of a one-to-one learning setting each student gets an opportunity to actively engage in the construction of knowledge in ways that require of them to learn together as a group. In this regard it is important to get learners to move away from “habit-learning” in which they are seeking the right answers to an approach in which they are urged to seek and develop generalized concepts and models that apply to concrete experiences and to master the ability of intelligent adaptability.
This however cannot be accomplished unless each member of the team does his or her part in the learning process. What is required is that each learner shares his or her experiences as it relates to the discussion or assignment against expectations, communicate with and learn from his learning companion, compare and interpret ideas, draw inferences and propose possible solutions to each other.
2. Paired students have to meet at set intervals under the guidance of a helper
The paired learners should remain together as an established learning community for at least a minimum period of time during the academic year and before re-allocation occurs. The paired learners should meet at regular set intervals; say two or three times a week for around two hours at a time.
These gatherings should happen under the guidance of a helper (teacher or senior student) that may lead the discussions occurring during the learning gatherings. The helper serves as a facilitator and counselor in order to ensure that the learning team remains focus in terms of the study mater
There are many people who have become millionaires, because they knew what steps to take to build their business. They developed a system that would increase their customers and sales. Business building has to be systematic, and you must be able to duplicate the process. The following are ten steps that have proven successful:Step 1: Write down your goals. Every successful business person will tell you that you have to write down your goals and review them regularly. This is part of the “see it, and you can be it” process that is also called visualization. You must see where you want to go in order to get there.Step 2: Know your purpose—Know why you are doing what you do and what you expect to achieve.Step 3: Be sure that what you are doing gives you a sense of satisfaction and accomplishment.Step 4: Know what motivates you. Donald Trump says that he is motivated by money, and that may be your motivation. Other people are motivated by a desire to achieve and accomplish. Still others are motivated by the recognition and respect they will gain.Step 5: Be accountable to yourself – Do not settle for less than what you say you are going to do. Complete all scheduled activities, actions, intermediate
In essence, therefore, paired learning is embedded in a social constructed interdisciplinary, inter-learning unit learning environment whereby a learner engage someone else in knowledge production, creation, improvement and innovation to accomplish more that what he or she was able to accomplish on his or her own. Following this learning approach, the learning structure approach of individual A is blend with the learning structure approach of individual B.
The process
In this section the process of establishing a paired learning environment will be briefly discussed.
1. Create a one-to-one learning setting
In its most ideal form two students should form a study team and should enroll for two or more similar courses at the university. This ensures that the learners are studying the same material. Through the creation of a one-to-one learning setting each student gets an opportunity to actively engage in the construction of knowledge in ways that require of them to learn together as a group. In this regard it is important to get learners to move away from “habit-learning” in which they are seeking the right answers to an approach in which they are urged to seek and develop generalized concepts and models that apply to concrete experiences and to master the ability of intelligent adaptability.
This however cannot be accomplished unless each member of the team does his or her part in the learning process. What is required is that each learner shares his or her experiences as it relates to the discussion or assignment against expectations, communicate with and learn from his learning companion, compare and interpret ideas, draw inferences and propose possible solutions to each other.
2. Paired students have to meet at set intervals under the guidance of a helper
The paired learners should remain together as an established learning community for at least a minimum period of time during the academic year and before re-allocation occurs. The paired learners should meet at regular set intervals; say two or three times a week for around two hours at a time.
These gatherings should happen under the guidance of a helper (teacher or senior student) that may lead the discussions occurring during the learning gatherings. The helper serves as a facilitator and counselor in order to ensure that the learning team remains focus in terms of the study mater
I just finished reading an article written by a good friend of mine who coaches companies and their employees to better performance. In this particular article, he was discussing women in business and the different set of attributes they bring into the workplace. And it got me to thinking.For a long time, women in competitive careers were led to believe (and many times rightly so) that they had to "play a man's game" in order to progress and succeed in business. And though for years, women have been successful in business playing by "man-rules", it's absolutely not necessary, nor good advice for today's success.What we now know of course, is that men and women may have different perspectives and approaches to business. But either can be successful in the entrepreneurial arena without giving up or giving over their own unique abilities.Men and women have various attributes in common that are of benefit in the corporate realm, however, women are at their unquestionable best when we use the characteristics and attributes that are unique to us. And, employing those attributes to our own enterprises can make a good business an absolutely phenomenal success. Examples of the unique perspectives of female entrepreneurs can be found in niche markets such as cater
1. Create a one-to-one learning setting
In its most ideal form two students should form a study team and should enroll for two or more similar courses at the university. This ensures that the learners are studying the same material. Through the creation of a one-to-one learning setting each student gets an opportunity to actively engage in the construction of knowledge in ways that require of them to learn together as a group. In this regard it is important to get learners to move away from “habit-learning” in which they are seeking the right answers to an approach in which they are urged to seek and develop generalized concepts and models that apply to concrete experiences and to master the ability of intelligent adaptability.
This however cannot be accomplished unless each member of the team does his or her part in the learning process. What is required is that each learner shares his or her experiences as it relates to the discussion or assignment against expectations, communicate with and learn from his learning companion, compare and interpret ideas, draw inferences and propose possible solutions to each other.
2. Paired students have to meet at set intervals under the guidance of a helper
The paired learners should remain together as an established learning community for at least a minimum period of time during the academic year and before re-allocation occurs. The paired learners should meet at regular set intervals; say two or three times a week for around two hours at a time.
These gatherings should happen under the guidance of a helper (teacher or senior student) that may lead the discussions occurring during the learning gatherings. The helper serves as a facilitator and counselor in order to ensure that the learning team remains focus in terms of the study mater
Most people find financial statements identical to a foreign language. To ensure that financial statements are easier to understand, there is a set of rules and practices known as the generally accepted accounting principles (GAAP). Development of these rules provides a basic guideline accounting because I think it’s fair to say that it can get obtuse at times. There are a lot of variations to the meaning so here is the best answer. It’s the generally accepted accounting rules and procedures that are necessary to define accounting practice. Basically it’s a set of theories that accountants come to accept, and controversies are lively with some methods between accountants.Accounting is a discipline that is always growing and changing so that better measures of performance can be reported. As always, it’s a good idea to keep up to date with all of the trends that are going on. A company’s management prepares the financial statements of a company. They create a financial statement designed to present their results in the best light possible. Obviously, material alterations can give a company a financial boost. So, that’s why companies selling their stock to the public need to get their financial statements audited by a public certified accountant.A certified pu
2. Paired students have to meet at set intervals under the guidance of a helper
The paired learners should remain together as an established learning community for at least a minimum period of time during the academic year and before re-allocation occurs. The paired learners should meet at regular set intervals; say two or three times a week for around two hours at a time.
These gatherings should happen under the guidance of a helper (teacher or senior student) that may lead the discussions occurring during the learning gatherings. The helper serves as a facilitator and counselor in order to ensure that the learning team remains focus in terms of the study material or assignment. The helper is amongst others responsible for moderating the discussions of the team learners and ensuring that each member of the team assumes their share in the learning process.
3. Discussions at gathering center around a central theme
Discussions and assignments need to be organized and co-coordinated around a central theme which will link the courses or different learning units and which will allow the learners opportunity to understand a specific theme in more depth and within a coherent interdisciplinary and/or inter-learning unit experience. Normally, the pair-groups are given a good deal of freedom in choice of activity, but the general theme of activity should be well defined. Giving the learners freedom in terms of how they would prefer to conduct the proposed activity creates a learning environment that builds on the strengths of individual learners as well as their innovativeness.
The theme “Transportation and destination development” may for example require that learners, source on information from logistics and tourism to pursue knowledge and arrive at a proper synthesis. Better results can be achieved if the theme for discussion is rather well defined, especially at the beginning of the programme, in order to ensure that learners are not overwhelmed by the complexity of the assignment or the information available on the subject matter. One may consider providing the paired-teams with baseline information materials to overcome initial concerns that sufficient material won’t be available.
4. Learning collaboration and coordination with a focus on learning development
Collaboration between educators involved in linked courses is essential to ensure that assignments and activities complement one another. Further, as the focus is on learning development, more that on specific learning outcomes, additional time demands will be placed on those involved, and therefore the introduction of “release-time” or recognition for lecturing-load should be given to those involved. It is further important to have at least one or two advisory committee meetings before the academic year commences in order to construct the assignments and to reach consensus on critical learning issues like ensuring that learners that learners discovers a body of knowledge that in itself is connected and that they are able to share this connectedness with one another.
5. Aim of the paired learning discussions and assignments
The principle aim of paired-learning is normally to discover novelties and secondary to verify what is already known. This gives recognition to the fact that learning is partially innate and partially learned from the social environment. Important to realize is that through pared-learning the learner is able to discover his or her own opinion and voice and will become more and more involved in their own learning. The output created is a diversity institution of higher learning within a traditional disciplined designed structure.
6. Monitor occurrence of learning development
Governance of the learning process, from the perspective of the institution of higher learning is essential to be sure that learning development did indeed occur in an efficient manner. Monitoring and evaluation of the learning process therefore depend on collecting information that could provide answers on:
• The initial intention with a particular assignment or discussion;
• Process dynamics during the execution of the assignment or discussion;
• Outcomes achieved;
• Learning that took place amongst learners, helpers and the educators;
• Comments made by all stakeholders involved in the process; and
• Performance results of learners.
Conclusion<
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