User:CaroMaya/notes

CARO'S NOTES
What I learned last week in my Academic Writing lessons was:


 * The 8 stages of the Writing process and they were Prewriting, Rough Draft, Reread, Share with a peer revision, Revise, Editing, Final Draft, Publishing.


 * Then the Principles of Writing: Know your objective, Make a list, Organize your ideas, Back it up, Separate main ideas, Use bullets or numbers, Write complete sentences, Use short sentences, Be preceise and accurate, Use commas appropriately, Use the correct words, Avoid redundancies, Numbers, Have a conclusion, Edit your work, and finally Get help.


 * Then we saw the ABCBC model to write and it has to contain the topic sentence, supporting detail, detail elaboration, and concluding thought.


 * Then we were sharing ideas about some punctuation marks and realized about the uses of each one.


 * Then we saw APA style and we saw some examples to cite and paraphrase in the class and we did an example last class.

essay

 * [[Image:80px-Wikineighbour V2.png|60px]] Hello Carol! I moved your essay to your notes page because I wasn't sure if you meant to post it on the Unit II wiki page. --Benjamin Stewart 11:54, 30 September 2010 (UTC)

Teacher here is my essay about Learning Paradigm:

“FROM TEACHING TO LEARNING A NEW PARADIGM FOR UNDERGRADUATE EDUCATION” By Robert B. Barr and John Tagg

The teaching-learning process is continuous and it has to be renewed constantly in order to make this process better and to try to improve the impartation of knowledge for the undergraduate level. A college with a vision of Instructional Learning was famous in the past; nevertheless nowadays colleges now realize that they have to change their visions and objectives into producing learning to be more successful when teaching. Barr gives such a good example of this statement: “We call the traditional dominant paradigm the Instruction Paradigm. Under it, colleges have created complex structures to provide for the activity of teaching conceived primarily as delivering 50-minute lectures- the mission of a college is to deliver instruction”. In detail we have to explore what learning paradigm is to be deeply submerged into this interesting topic in the Educational Field. To illustrate the Learning Paradigm has always lived in our hearts. As teachers, we want to above all else for our students to learn and succeed, and certainly this is a very important aspect to focus on when giving classes because our priority as teachers have to be always students and to try to offer them the best of ourselves and of the knowledge. In fact, our heads are beginning to understand what our hearts have known. However, none of us has yet put all the elements of the Learning Paradigm together in a conscious, integrated whole; consequently this new paradigm includes many elements of the old within its larger domain of possibilities, and that is why maybe this method has adopted many elements used in the past but that are essential to develop the learning-teaching process in a suitable way and to be successful in this mentioned process. In addition the main mission of the Learning Paradigm is to produce learning. The method and the product are separate. The end governs the means, and this is the opposite of the Instruction Paradigm or the old method. In one hand in the Learning Paradigm, colleges take responsibility for learning at two distinct levels; at the organizational level and on the other hand a college also takes responsibility for the aggregate of student learning and success. Truly a learning paradigm college aims for ever-higher graduation rates while maintaining or ever increasing learning standards by shifting the intended institutional outcome from teaching to learning, the Learning Paradigm makes possible a continuous improvement in productivity. For this reason, a learning paradigm college is concerned with learning productivity, not teaching productivity. Moreover, there is a criterion for success when the Learning Paradigm necessarily incorporates the perspectives of the assessment movement. One faculty evaluation systems, for example, evaluate the performance of faculty in teaching terms, not learning terms. Of course, some will argue, true education cannot be measured. Certainly some learning is difficult, even impossible to measure. But it does not follow that useful and meaningful assessment is impossible. In fact Learning outcomes include whatever students do as a result of a learning experience. In detail the Learning Paradigm requires us to heed the advice of the Wingspread Group: “New forms of assessment should focus on establishing what college and university graduate have learned-the knowledge and skill levels they have achieved and their potential for further independent learning”. As a conclusion, it may be stated that the Learning Paradigm is a new method that involves new ways of evaluation or assessment, it also includes distinct mission and purposes, and there is absolutely another criteria for success, some teaching and learning structures. Above all things mentioned throughout this paper, it is important to mention that this new Learning Paradigm has to be in the mind of every single teacher from all around the world to start a new age of Teaching-Learning processes to be more successful in our jobs as teachers, helpers and supporters. The main aspect that has to be in our minds and we have to transmit is that we must teach our students to produce learning and to be the best. When finally everybody can realize about the importance of implementing this new Learning Paradigm all the Educational System could be improved and successful.