Learning

workers have to be adaptive to every changing social situation and issues therefore continued personal and professional learning is vital for improvement of social services (Schmidt, 2016). This is reiterated within the HCPC Standard of Proficiency 3.3, as a social work I need to take responsibility for my own learning, implementing a process of carer long learning. I've used my learning from university and from first placement to highlight both my strengths and weaknesses, it also made me realised even

how many times can you say that you taught yourself how to do something? Not that many, right. Teaching yourself a task is not as easy as it may seem because you are not an expert on the topic yet and you constantly have outside influences on your learning. You are influenced by teachers, parents, television and books. So do you ever really learn anything by yourself? I believe that you don’t truly learn anything by yourself, but you perfect the ideas that influenced your own. I perfected twice baked

I found that the materials presented in this course definitely helped to connect with my service learning project. When I first read about this course, I thought it was going to be a difficult task to relate the coursework and the 20 hours of service time to a final paper. However, once I started doing my hours of work, it was almost eerie how the course material was spot on. In addition, if I did view something that was different from the course material, it would motivate me to research the

Kratzke, C. & Bertolo, M. (2013). Enhancing students’ cultural competence using cross-cultural experiential learning. Journal of Cultural Diversity, 20(3), 107-111. The article was written in the form of study aimed to explore undergraduate health students’ perceptions of their cultural competence as a part of the cross-cultural experiential learning process. The problem of the study raised from the increasing tendencies of cultural diversification of the total population. This demographic shift

instructors from Forde’s Professional Tutoring divide their comprehensive summer learning tutoring program into three sections that are specially designed for optimal learning. The first summer session focuses on completing current curriculum requirements. This gives students who have gaps in their knowledge or who have struggled over the academic year the perfect opportunity to catch up and feel confident. The second learning session consists of reviewing the completed curriculum and the third and last

Firstly, it is interesting the concept of a learning disability individuals think of immediately which is a dysfunction of the human brain not quite working correctly. Learning disabilities unfortunately come in all shapes and sizes; they do not end with human beings but can extend into an organization as well. Organizational learning disabilities are flaws such as lack of communication or a bridge in the gap which some type of operational system is not quite working properly. In addition, the thought

obstacles. Expeditionary Learning presents a different pathway for caring adults to mediate cognitive gaps with students. As opposed to an instructional model defined by rigid practice and repetition, learning gaps are addressed through inquiry-based endeavors. Teachers assume the mindset of a mentor, guiding students through a developmental process of inquiry to identify and explore learning passions, pointing students towards opportunities to create and complete passion-based learning projects. Academic

The University of Houston-Downtown along with the Houston Food Bank have given the opportunity for students to participate in a service learning experience by volunteering and engaging in community service in order for students to gain personal and academic development. Students volunteered at the Houston Food Bank as they made the choice to spend unpaid time completing numerous tasks that will benefit their community by feeding thousands of people each year. Such actions also qualify as community

From doing the Learning Style Inventory, I learned that I learn better when I write things down and when I have a visual of the information I am learning. For my writing style way of learning, I found I should take notes. When the professors give us notes I should write them in my hand writing. I just need to be able to read my notes because I write so fast some times. I always make a list of things that need to be done and always carry a notebook with me to take notes. For my visual style way of

REXBURG--The learning model was utilized this week as six professors returned from an academic conference in Michigan, bringing fresh perspective on teaching skills to BYU-Idaho campus. Professor Jonathan Alstead of the humanities department and Professor Jeffrey Pulsipher of the english department were two of the six professors that attended the Lilly Conference last week. They returned with alternative proposals on how to approach writing, storytelling, and self-limitation. Alstead specifically