¶ … learning experience. The writer demonstrates how to put together a prior learning and prior experience portfolio for the purpose of demonstrating current knowledge due to that prior experience.
A comprehensive look at the management of one's personal finances; covers budgeting, use of and cost of credit, life and property insurance, income and state taxation, housing, wills, trusts, estate planning, and savings and investments.
You must recall and write one or more "learning events" for each of the key terms listed on the course description you have obtained. By using Kolb's model to guide your storytelling, you will assist your faculty assessor, the person who will evaluate your PLA portfolio for credit, to locate and appreciate your learning outcomes.
In short, your task in writing your PLA portfolio essay is to address all listed course content areas and to do so via specific stories told in terms of the Kolb Model.
In the following sections, you will find this challenging task broken into clear-cut phases.
As a starting point in your essay planning, remember that to merit the award of college credit, you must discuss learning that is of appropriate breadth, depth and complexity and blend theory with practice.
Therefore, your PLA portfolio essay must show that you have learned not only how to do things, but also why. Your learning should, therefore, be "transferable," which means you can apply and refine the learning across many settings. Avoid discussion of learning that only "works" at the location where it was learned.
David Kolb on experiential learning
David A. Kolb (with Roger Fry) created his famous model out of four elements: concrete experience, observation and reflection, the formation of abstract concepts and testing in new situations. He represented these in the famous experiential learning circle (after Kurt Lewin):
Kolb and Fry (1975) argue that the learning cycle can begin at any one of the four points - and that it should really be approached as a continuous spiral. However, it is suggested that the learning process often begins with a person carrying out a particular action and then seeing the effect of the action in this situation. Following this, the second step is to understand these effects in the particular instance so that if the same action was taken in the same circumstances it would be possible to anticipate what would follow from the action. In this pattern the third step would be understanding the general principle under which the particular instance falls.
Generalizing may involve actions over a range of circumstances to gain experience beyond the particular instance and suggest the general principle. Understanding the general principle does not imply, in this sequence, an ability to express the principle in a symbolic medium, that is, the ability to put it into words. It implies only the ability to see a connection between the actions and effects over a range of circumstances. (Coleman 1976: 52).
An educator who has learnt in this way may well have various rules of thumb or generalizations about what to do in different situations. They will be able to say what action to take when say, there is tension between two people in a group but they will not be able to verbalize their actions in psychodynamic or sociological terms. There may thus be difficulties about the transferability of their learning to other settings and situations.
When the general principle is understood, the last step, according to David Kolb is its application through action in a new circumstance within the range of generalization. In some representations of experiential learning these steps, (or ones like them), are sometimes represented as a circular movement. In reality, if learning has taken place the process could be seen as a spiral. The action is taking place in a different set of circumstances and the learner is now able to anticipate the possible effects of the action.
Two aspects can be seen as especially noteworthy: the use of concrete, 'here-and-now' experience to test ideas; and use of feedback to change practices and theories (Kolb 1984: 21-22). Kolb joins these with Dewey to emphasize the developmental nature of the exercise, and with Piaget for an appreciation of cognitive development....
Although the teacher is the authority figure and the rules are clearly established, the students are allowed to voice their opinions. This setting creates the best learning environment because the children know their boundaries but are able to participate in the decision-making process. In addition, the teacher can improve instruction by generating feedback about lesson delivery and instructional techniques from his or her students. Question 3: Assessment Standardized testing is a
Learning Analysis An Analysis of Personal Learning Throughout much initial schooling in the educational system's current set-up, different areas of knowledge and differing tasks are generally approached in wholly separate manners. The study of history is not combined with the study of mathematics, and lessons meant to expand knowledge in biology don't often include lessons in aesthetics and art. This is actually detrimental to the educational process, however, as the fact is
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Thus instrumental condition would rely on the notion that a person generates a response rather than an environmental stimulus. I have found that both people and stimulus may elicit certain behaviors both in and outside of the classroom. Instrumental conditioning is modeled after animal experiments which showed that the individual's environment can reinforce response controls, thus the best responses occur when reinforcement of a particular behavior is given. This I
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