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Study Skills
The author of this report has been asked to offer a treatise on the subject of study skills. The dimensions and facets of studying skills that shall be covered include some reflection, the five learning outcomes for the model in question, the author's feelings about the matter, the evaluation of the same, an analysis of the overall progress and framework in question and an overall action plan. Study skills are often over-hyped or overly minimalized. However, to dismiss their importance or wield them improperly is a recipe for disaster when it comes to both the work and educational spheres. While incessantly drilling and covering subjects over and over can lead to burnout and wasted motion, being under-prepared is less than optimal and can lead to setbacks that are hard to recover from. A common example of the latter would be an accountant sitting for their Certified Public Accountant exam. Indeed, if knowledge is not used and flexed on a fairly consistent basis, the knowledge will become harder to retain and use. To be sure, having to look up things and/or verify whether one's recollection is correct can take time. To correlate this to the model used for this process and paper, one need not flex one's mind all that much. Indeed, Gibbs' main point was that people in many ways learn by doing. If one is not "doing," then one is not learning and retaining that facet of their life, that class or whatever else is being learned or experienced (Gibbs, 1988).
Analysis
Study skills, of course, refer to the manner by which people work from an academic standpoint so as to absorb and retain material that has been learned in an educational or work environment. Many people are quick to focus only (or mostly) on the educational/college sphere. However, to suggest that study skills are not useful in the work/employment sphere would be less than wise. In both cases, information needs to be learned and retained so that it is at the ready when it is needed. Just like a college student in
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As explained by Gibbs, there were five major focal points extended. These were, in order, experiential learning theory, learning styles, practical methods to implement the aforementioned experiential learning as a cycle, case studies that involve the same and the overall way to learn uses for experiential methods. As it relates to the workshops, the marking exercises clearly show that a proper and firm linkage between doing and what is being corrected is key to getting the point across while also proving the validity necessary to the client or learner. There does indeed need to be a recitation of what is desired, what has led the person to where they are currently and how to change things going forward. To use an example from the parameters of the assignment, a person…
References
Cottrell, S. (2013). Study Skills Handbook. Basingstoke: Palgrave Macmillan.
Gibbs, G. (1988). Learning by Doing: Contents. [online] gdn.glos.ac.uk. Available at: http://gdn.glos.ac.uk/gibbs/ [Accessed 20 Sep. 2016].
KCL, (2016). Using Gibbs -- ™ Reflective Cycle. [online] King's College London. Available at: https://www.kcl.ac.uk/campuslife/services/disability/onlineresources/Studyguides/Using-Gibbs-Reflective-Cycle-in-Coursework.pdf [Accessed 20 Sep. 2016].
Silberman, M. (2007). The handbook of experiential learning. San Francisco: Pfeiffer.
Texas, (2016). Experiential Learning Defined - Faculty Innovation Center. [online] Facultyinnovate.utexas.edu. Available at: https://facultyinnovate.utexas.edu/teaching/engagement/experiential-learning/defined [Accessed 20 Sep. 2016].
In addition, the use of a collaborative online environment for producing educational videos was shown to be an effective approach to promoting experiential learning. In the final analysis, it is reasonable to conclude that as educators gain more experience with online educational programs, there will be further integration of experiential learning opportunities that will draw on the multimedia-savvy strengths of today's learners. Works Cited Aragon, Steven R. Facilitating Learning in Online
Experiential Learning in the Exploration of Diversity: Getting Out of the Comfort Zone The objective of this study is to select an activity that places one outside of the normal environment. For the purpose of this study chosen was a wheelchair and the public setting chosen was a city zoo. For the purpose of this study, the writer of this work pretended as though blind and unable to see but only
Experiential Learning I am a registered nurse from Westmoreland County Community College in Youngwood, Pennsylvania and currently taking up a Bachelor of Science in Nursing at Waynesburg College. At present, I am a nurse case manager at the Mercy Home Health in Pittsburgh, Pennsylvania where I extend nursing care of clients at home and attend to their educational requirements in collaboration with a multi-disciplinary team and physicians. I also coordinate with
Some of the main strategies that can be used to measure if I have achieved my objectives are as follows; 1. For better communication skills, conversation will be asked with peers, teachers and friends in order to analyze if the required goal has been achieved, if the main concept of the talk has been talked and the aim of the conversation has been achieved. 2. For the testing of the decision making
experiential learning theory. This will be accomplished by focusing on how these ideas are incorporated into their thinking, the way it is influencing the individual and the application of key concepts. When this happens, specific insights are provided showing how this will impact the person's ability to recall them in the future. Introduction of experiential learning Experiential learning is the process of comprehending ideas based the experiences of the individual to
Using the Humanities and Experiential Learning to Promote Character EducationAbstractThis paper conducts an analysis of teaching the humanities by way of experiential learning, with the purpose being to facilitate character education among learners. It begins by providing an understanding of what experiential learning is and where the theory comes from. It then discusses its application in the field of humanities education and why character education and in particularly the development