The Positive Effects of a Flipped Classroom on Student Learning Essay

The Positive Effects of a Flipped Classroom on Student Learning Essay.

Gehly 1 Outline I. Introduction A. AS THE USE OF TECHNOLOGY HAS GROWN AND MADE ITS WAY INTO CLASSROOMS, A NEW learning idea, called a flipped classroom, has developed. This model provides a collaborative, student-centered classroom with a more learning-based environment that is moving away from the use of a teacher-centered classroom. B. A flipped classroom offers a unique way of engaging students in collaborative work and projects, as well as personalizing and individualizing instruction for students.

Teachers typically post short online videos or podcasts for students, allowing for more class time to be devoted towards explaining in depth and mastering the material through cooperative learning exercises, projects, and discussions.

C. The flipped classroom model will have a positive effect on students to depend on learning with technology, rather than learning through a teacher. II. PREMISE 1: STUDENTS HAVE MORE CONTROL A. Learn content at their own pace/work efficiently B. Reflect and set goals C. *Con: The Digital Divide III. Premise 2: Promotes student-centered learning and collaboration A.

FREE UP CLASS TIME FOR MORE GROUP WORK/DISCUSSIONS B. CREATE THE NEED TO KNOW C. *Con: Students do not need more screen time IV. Premise 3: Lessons and content are more accessible A. All video lessons/podcasts are online B. More one-on-one time with teacher C. *Con: Not every student has access to technology V. Concluding Paragraph A. To conclude, in order for students to gain a positive view of learning with technology, the model of a flipped classroom will produce the greatest outcome. B. DESPITE SOME ISSUES, THE FLIPPED CLASSROOM CAN BE A VERY EFFECTIVE, HANDS-ON approach to improving student achievement and involving them in their own education.

When time is given for the students to learn the knowledge at home or Gehly 2 on their own time, it allows for collaboration and connections to be made in school, rather than taking class time to introduce new information and reviewing. C. THROUGH THE USE OF A FLIPPED CLASSROOM, STUDENTS WILL GAIN MORE CONTROL OVER THE information they are learning, they will learn to work in collaborative groups, and they will have their academic content readily available to them. VI. Logical Formula A. Students have more control B.

Promotes student-centered learning and collaboration C. Lessons and content are more accessible D. The flipped classroom model will have a positive effect on students to depend on learning with technology, rather than learning through a teacher Gehly 1 As the use of technology has grown and made its way into classrooms, a new learning idea, called a flipped classroom, has developed. This model provides a collaborative, student- centered classroom with a more learning-based environment that is moving away from the use of a teacher-centered classroom. A flipped classroom offers a unique way of engaging students in collaborative work and projects, as well as personalizing and individualizing instruction for students. Teachers typically post short online videos or podcasts for students, allowing for more class time to be devoted towards explaining in depth and mastering the material through cooperative learning exercises, projects, and discussions. The flipped classroom model will have a positive effect on students to depend on learning with technology, rather than learning through a teacher.

One of the primary purposes of the flipped classroom model in teaching students is that they will have more control over their learning. For example, “in a flipped classroom it is possible for students to have increased input and control over their own learning,” (“10 Pros and Cons”). Students can pause or rewind, take notes on the lectures, and discuss any questions with their teacher and peers (“What Is The…”). According to Bryan Goodwin, the brain wears off stimulus after about ten minutes, making it important that a change of stimulus, or emotional variety, takes place so that students can process, break down, and benefit more out of what they are learning (79).

It is important that students take their own time learning the content of the classroom that way it can not only improve their overall achievement, but improve their behavior in the class as well (“10 Pros and Cons”). Additionally, when students have more control over what they learn, it allows them to reflect and set future goals. As improvements are made from the flipped classroom, “students need to be aware of what they are learning as well as their progress towards meeting standards,” (“Blended Learning”). This is a reinforcement of making Gehly 2 sure students know what they are learning on their own time.

Through making student-centered goals, learners will have the ability to create a personal connection to their learning with repetition and focusing on the different styles of learning such as auditory and visual. Reflecting on one’s learning and setting goals also helps the student acquire factual content without even realizing it (“Saving Time”). One negative aspect to having students control their process of learning is that older teachers are dealing with a present issue known as the Digital Divide where not all teachers are technology savvy.

Since not all students have access to technology such as the Internet and older teachers don’t have the knowledge of creating a technology based environment, it will be difficult for some to envision digital enhancements in action in the classroom (“Saving Time”). The Digital Divide, which refers to underprivileged students, then furthers students from achieving well in school (“What is”). Despite the Digital Divide, the flipped classroom will allow students to have control over their learning pace and ability to reflect and set goals for themselves. In addition to students having more control over their own work, the flipped classroom will promote student-centered learning and collaboration.

For instance, “flipped classrooms allows class time [to] be used to master skills through collaborative projects and discussions,” (“10 Pros and Cons”). By having more group work and discussions after watching a video lecture, students will be encouraged to learn and reflect concepts with the guidance of their teacher (“10 Pros and Cons”). Often, teachers can spend too much time in class lecturing students. But, if the entire lesson is recorded and can be viewed in a virtual classroom, then the content will be available to watch at a more convenient time for the student (“Blended Learning”).

It is more effective to have the students take responsibility for themselves and use class time to work on group discussions or projects. As well as more classroom time, the creation Gehly 3 of a “need to know” basis, or realizing the relevance of classwork, plays a key role. In order for the flipped classroom to work, teachers need to create an engaging model of learning for their students, such as projects or demonstrations, so that they can see the significance and need to do their work, whether it is in or out of the classroom (“Blended Learning”).

Through this process, students will benefit more out of their learning because they will feel obligated to learn the information that will be used in class and in future assignments. A negative, however, of promoting student centered learning is that students will be spending more time in front of their computer screens. Not everyone may agree that this is a potential problem, but it can still cause serious problems to student’s learning processes since not everyone is as familiarized with learning through a computer (“10 Pros and Cons”).

It is the mere fact that society spends so much time on the Internet, not always for educational purposes either, that may be a factor in disturbing learning. Furthermore, even though learning through technology may cause much time to be spent in front of the screen, it can still encourage students to focus on their own learning and cooperation skills in the classroom. Along with a more student controlled setting, and collaborative work to be achieved, a flipped classroom will be beneficial because lessons and content will be more accessible to the student, provided that there is technology available in the school and classroom.

First of all, video lessons and podcasts are available online. This allows for “students who are forced to miss class due to illness, sports, vacations or emergencies” to catch up at a time that is best suitable for them (“10 Pros and Cons”). This allows for teachers to be more flexible in unplanned circumstances due to issues such as illness, and to eliminate make-up assignments. A second reason why it is important that content will be more available to students is that it will give more opportunities for feedback and one-on-one time with teachers.

For example, “studies have shown Gehly 4 that having teachers who recognize and respond to students’ social and emotional needs is at least as important to academic development as specific instructional practices are,” (p. 79, “Evidence”). This exemplifies just how crucial it is for the teacher to be ready and accessible to their students, especially for students at risk of struggling or not doing well. Even though a flipped classroom provides technological sources of learning, it may not always be accessible to everyone. This allows for much preparation, trust and dependency on technology, not only that

the source be provided, but that the student will take responsibility to view content at home (“10 Pros and Cons”). If the source of technology fails or the student forgets to view their lesson, it is important that the teacher have a back-up source of learning such as a handout or activity. In close, though not every student has the access or ability to technology, the teacher will always be prepared for any given circumstance with lessons and content easily available to their students.

To conclude, in order for students to gain a positive view of learning with technology, the model of a flipped classroom will produce the greatest outcome. Despite some issues, the flipped classroom can be a very effective, hands-on approach to improving student achievement and involving them in their own education. When time is given for the students to learn the knowledge at home or on their own time, it allows for collaboration and connections to be made in school, rather than taking class time to introduce new information and reviewing.

Through the use of a flipped classroom, students will gain more control over the information they are learning, they will learn to work in collaborative groups, and they will have their academic content readily available to them. Gehly 5 Works Cited Acedo, Mike. “10 Pros And Cons Of A Flipped Classroom. ” TeachThought. N. p. , 27 Nov 2013. Web. 10 Apr 2014. <http://www. teachthought. com/trends/10-pros-cons-flipped- classroom/>. Gobry, Pascal-Emmanuel. “What Is The Flipped Classroom Model And Why Is It Amazing? .” Forbes. N. p. , 11 Dec 2012. Web.

10 Apr. 2014. <http://www. forbes. com/sites/pascalemmanuelgobry/2014/04/10/will-the-sharing- economy-be-good-for-equality-im-still-not-convinced/>.Goodwin, Bryan, and Kirsten Miller. “Evidence On Flipped Classrooms Is Still Coming In. ” Educational Leadership 70. 6 (2013): 78-80. Academic Search Premier. Web. 10 Apr. 2014. Gullen, Kristine, and Holly Zimmerman. “Saving Time With Technology. ” Educational Leadership 70. 6 (2013): 63-66 Academic Search Premier.

Web. 10 Apr. 2014. Miller, Andrew. “Blended Learning: Strategies for Engagement. ” Edutopia. The George Lucas Educational Foundation, 12 Oct 2012. Web. 10 Apr 2014. <http://www. edutopia. org/blog/blended-learning-engagement-strategies-andrew-miller>.

The Positive Effects of a Flipped Classroom on Student Learning Essay

The Importance of Learning Materials in the Learning Process Essay

The Importance of Learning Materials in the Learning Process Essay.


The chapter presents the background information, statement of the problem, study purpose, objectives, and hypotheses to be tested, scope and lastly the significance of the study regarding the impact of using instructional materials in enhancing student’s performance in sciences within selected secondary schools in Luwero District.

1.1 Background to the study

In secondary schools and other educational institutions worldwide successful teaching and learning is measured by academic performance. Academic performance refers to how well a student meets standards set out by education ministry and the institution itself.

Academic performance is as a result of psychological, socio-economic and environmental factors (Syed & Raza, 2006). It relates to a number of interacting factors among which is ethnicity, gender, age, learning abilities, learning support, motivation of learning and achievement as reflected by Patricia et al, (2006) and is very much dependent on the type and location of the institution as well as the socio-economic background (Yvonne & Kola, 2001).

In Uganda following the launching of Universal Primary Education (UPE) in accordance with the government White Paper on Education to provide ‘free’ education to a maximum of four children from each family which later changed to all children of school-going age (Opolot-Okurut, 2002), the student’s academic performance began to be compromised due to a high number of students joining secondary as a result of pupil enrolment figures increases from nearly 2.

5 million in 1996 to nearly 6.8 million in 2000 (Ministry of Education and Sports, 2001).

This increase was mainly due to the backlog of school age children who had not been accessing school and were now being able to do as noted by Aguti (2002). In order to enable eligible primary school graduates enrol in tuition free secondary and vocational training institutions, Uganda extended the Universal Primary Education programme by launching the Universal Post-Primary Education and Training programme in 2007 which increased Senior One enrolment by 33% between 2006 and 2007 (Bugembe, 2011). Though the Ministry of Education and Sports early acknowledged that due to the massive increase in enrolment figures in schools without commensurate expansion in facilities and teachers could have compromised the quality of education (Ministry of Education and Sports, 2002).

The launch of Universal Secondary Education which sought to improve access, quality and relevance of post-primary education has led to a decline in performance of students in 2010 compared 2009 (Naturinda, 2011). This is blamed on challenges such as inadequate classroom space, shortage of qualified teachers and instructional materials (Bugembe, 2011). There emerging questions regarding unanticipated consequences of shortages of textbooks, classrooms and teachers (Murphy et al., 2002), which have had important implications for quality of public education in Uganda.

The available school libraries are unable to provide reading materials to the “newly literate” as a major roadblock in the fight against illiteracy (Parry, 2004). It’s currently accepted that many secondary schools in Uganda lack the necessary performance requirements due to inadequate funds and even poor facilities as noted by Namirembe (2005) prompting a study regarding the impact of using instructional materials in enhancing student’s performance in sciences within selected secondary schools in Luwero district.


Despite government efforts and various interventions by policy makers and implementers to ensure the delivery of quality education in Ugandan secondary schools, academic performance especially in science subjects remains poor. The situation remains alarming despite the important development role played by science. While both the White Paper on Education and the National Development Plan (2010) for 2010/2011 to 2015/15 focus on the promotion of science subjects as the way forward for the development of the country, poor performance in science subjects remains a challenge. Instructional materials are widely regarded as a key component of Science instruction because most sciences are activity based explorations into the natural world. It is widely accepted that science is better taught using the discovery method that is guided or unguided inquiry or the experimental method.

Students are always encouraged to discover for themselves through spontaneous interaction with the environment. The use of this method is based on student participation and involves amongst others identifying problems, posing relevant questions, performing efficient and effective experiments and making judgment and interpreting data. Students therefore learn to discover, learn from discovery and learn by discovery which is possible when the teacher uses instructional materials. This requires a high level of interaction between the teacher, the area of study, available resources and the learning environment. Activity based learning makes the subject matter more comprehensive, minimizes forgetting and is more likely to lead to transfer of knowledge and to acquire favourable attitude towards a particular science subject and learning in general.

Students can easily progress from elementary to advanced learning. Therefore students are likely to be highly motivated, score highly on tests, gain critical insight and participate in out-class study. Therefore, achievement and skills improve when science is taught in activity based curriculum that is possible when the teacher uses instructional materials hence the need for the study investigating the impact of using instructional materials on enhancing students’ performance in sciences in selected secondary schools in Luwero District.

1.3 Purpose of the study

The study is geared towards investigating the impact of using instructional materials in enhancing students’ performance in sciences within selected secondary schools within Luwero district.

1.4 Specific objectives

Specifically, the study will seek to address the following objectives; i.To establish the different instructional materials in the different schools within Luwero District. ii.To examine the need for instructional materials are used in the different schools within Luwero District iii.To analyze the effect of the instructional materials have on the academic performance of students in the different schools within Luwero District

1.5 Research questions

1.What instructional materials do the different schools have within Luwero District? 2.Why are instructional materials used in secondary schools within Luwero District? 3.What effect does the use of different instructional materials have on the academic performance of students in the different schools within Luwero District?

1.6 Research Hypothesis

Ho: There is no relationship between the availability of instructional materials and students performance in sciences H; The use of instructional materials in teaching does not affect academic performance of students in sciences.

1.7 Scope of the Study

The study is geared towards investigating the impact of using instructional materials in enhancing students’ performance in sciences which selected secondary schools in Luwero district located in the central region of Uganda. The study will limit itself to establishing the different instructional materials, factors influencing their use and their availability in the different schools within Luwero District, examining the need for instructional materials are used in the different schools within Luwero District and analyzing the effect the instructional materials have on the academic performance of students in the different schools within Luwero District

1.8 Significance of the Study

The findings of this study are meant to be of importance to the stakeholders in the following ways: The Head teachers of the different schools are to benefit by learning the impact of using instructional materials on their students’ academic performance. This would provide an opportunity to head teachers to improve on their level of performance in schools through lobbying for more instructional materials in schools. To the teachers, the findings of this study are hoped to be of use in helping them realise the importance instructional material areas that need review as well as the weakness in the teaching and learning to improve pupil’s academic performance.

The results of this research are meant to benefit the Ministry of Education through enabling them adjust and learn more on the problems facing schools as per the instructional materials are concerned in the country. To the researcher, the results of this study are meant to enable him meet part of the requirements for the award of Masters’ degree in science education. To scholars, the results of this study are meant to add knowledge or ideas to the already existing knowledge in the field and stimulate further research in this area.

1.9Conceptual Framework

Figure 2:1 Conceptual Framework (Source: The Researcher for the purposes of conceptualizing the study) From Figure. 2:1, it is expected that through the use of instructional materials such as Text books, Equipments & Reagents, specimen, chalk, computers and charts, students’ academic performance viewed in terms of improved learning, improved teaching and hence improved grades would be realized. However factors like school policy, government policy & funding, number of students in a school, parents and teacher qualities treated as moderating factors help to enhance or retard the impact made by the instructional materials in enhancing students’ academic performance.

1.10Definition of the key terms:

Instructional materials: These are materials that are used to aid a teacher in the transference of information to the students. Students: Any individual attending studies in an educational institution at secondary school level. Academic performance: Refers to how students deal with their studies and how they cope with or accomplish different tasks given to them by their teachers as measured at national level. Science: subjects like chemistry, Biology and Physics taught at secondary level of education in which tasks are examined after being taught.

The Importance of Learning Materials in the Learning Process Essay

Strategies for Effective Learning Essay

Strategies for Effective Learning Essay.

The variety of teaching and learning methods which is used within a course is an important factor in creating a course with interest to students. They range from teacher led, e.g. lectures, to being student led e.g. such as group discussions. As students have different learning styles they benefit most when taught in their preferred style, research shows that it is beneficial to all students to receive information in varying styles. Additionally, instruction in their preferred style can create understanding.

Then by further instruction of the same topic but being delivered by different styles can provide reinforcement for the learner. An example of this would be if students were ‘instructed’ how to perform a task, then ‘shown’ how to complete the same task and then to ‘perform’ the task themselves. This links in to (Honey & Mumford) learning styles theory, each style of learner; activist, reflector, theorist and pragmatist all have their own way of doing things however they are all able to benefit from the different teaching styles.

By using these different styles of teaching/learning the students are more likely to stay focussed as their interest will be high. I personally use VAK in two ways and vary the methods used depending on the lesson. For the practical part of the lesson the Auditory and Kinaesthetic elements are bought into demonstrations to create inclusivity, the students watch and listen and are able to question before going on to attempt the exercise for themselves. For any students that are predominantly Kinaesthetic I would either try to involve them while demonstrating or let them have a go at the exercise under constant supervision while giving constructive feedback. Kinaesthetic learning then becomes predominant as many tasks are repeated until a satisfactory level of competency is achieved. For the theory based part of the lesson I would change the method to Auditory and Visual for my own teaching, using slides, video and diagrams combined with lots of discussion, questions and answer opportunities to cover the subject matter.

Expanding to all three methods by using props such as imitation illegal drugs; this then helps kinaesthetic learners as well as reinforcing the visual element. Through observation of E2FEE students, I found that theme based activities such as ‘drug awareness’ keeps them interested and motivated throughout each lesson. If a method is explained, then demonstrated to the students and then let them try it out for themselves, they are more able to remember what has been taught. An example of this would be in a functional skills maths lesson, if the students are shown and talked through how to do the sum correctly at first then given the opportunity to have a go themselves they are able to follow instructions better rather than just having a go themselves.

This strategy is effective as it allows the students to take control of their own learning and also have an opportunity for them to evaluate their information gathered with their peers. It will also enable the tutor to assess whether learning has taken place and to identify where further work is required. Selecting the right resources to benefit all the learners is very important, as people learn in different ways all the VAK learning styles should be used. A teacher/tutor that is mainly using a PowerPoint presentation to deliver a lesson should also include the following; Audio – elaborating what is already shown in the information on the PowerPoint. Kinaesthetic – A group discussion, interactive work on the board or a group exercise to involve the students who benefit from ‘doing’ most. (Accessed 11/12/2012)

Strategies for Effective Learning Essay

Learning Experiences with Linear and Systemic Questioning Essay

Learning Experiences with Linear and Systemic Questioning Essay.

In this paper I will have a detailed interview process laid out in order of focus. First, I am focusing my interview on the background of my partner and what motivates her to go to school and further her education. Secondly, I will ask her why she chose to specialize in her field of work and what are side hobbies or enjoyments that she does besides working towards her career goal. Lastly, I will be asking about her family and their views on education.

I will be asking both linear and systemic questions to get my answers.

I have looked up the meaning of linear and systemic questioning and their differences before writing out the questions I am using for Michele. I feel like this assignment has helped me to understand and recognize the difference in the questions being asked and which ones will give me a more detailed answer. Learning Experience with Linear and Systemic Questioning I am doing an interview process with Michele Renner to learn more about her as a student, professional, and person.

I know that this assignment is a stepping stone to learning all I need to know to be a MFT.

The interview process will teach me how to reply and question in a professional matter and how to talk with a complete stranger without there being any uneasiness. I believe that this interview essay is relevant to my education needed for MFT work. I think it is a great way to quickly get to know a part of my fellow classmate’s life and see the inside without having met her yet. Michele has a very busy life, I know this much from reading her introduction in class. She has six children and that isn’t the only thing keeping her on her toes.

I admire the fact that she is continuing her education despite all that is going on in her life; it shows that her motivation is strong. Michele not only has a strong motivation for continuing her education but a very inspirational story. Question Development Michele chose education to be the main focus of our interview process with me as her interviewer. I have lined up eight linear questions and seven systemic questions all around the topic of education and how it affects her family and time with extracurricular activities.

My questions are listed in Appendix A. Since Michele only chose education I was able to format my questions in a way to gain more insight on her everyday life by asking how education affects her, her kids, her spouse, and her work. All the questions are relevant to my case and were not over personal or intruding. She was a great person to talk to and I could imagine myself laughing with her over coffee or in an actual counseling set up. Linear Questions

I developed my linear questions based on the information she may be willing to share. I am asking some closed questions that only require a short answer and some open questions that will follow with the systemic questions I have lined up next. The open ended questions will give Michele a chance to go into further detail with the question and her answers. Linear questions are questions that are problem explanation and definition questions, they usually begin with Who, What, Where, When, and Why?

They are investigative questions that lead up to gaining some insight to the person you are talking to but they don’t give a full explanation. The limitations of linear questions are that they are narrow, short-term questions and don’t get to the heart of the problem. Short-term, linear approaches have several inherent limitations. First, they are based on a problem-solving model that is more associated with American corporate thinking than with client suffering and therapeutic healing.

Typically, the model includes the following sequence: (a) identify the problem, (b) consider various interventions to solve the problem, (c) choose the best interventions, (d) apply the interventions, (e) assess progress periodically, and (f) modify the interventions as needed. This clear-cut, linear approach appeals to executives, administrators, and others in positions of authority and has proven itself effective as an approach to solving problems in corporate and other settings.

It is no accident that the trend toward streamlined, linear approaches in clinical work coincided with the rise of managed care and its corporate mentality (Ackley, 1997; Miller, 1996c). Linear questions don’t help the client without the involvement of also another form of questions. Using linear questions alone are ineffective to getting the desired results from the client, which can leave the client and the counselor both feeling misunderstood and upset. Systemic Questions I developed my systemic questions based on what my linear questions were about.

I wanted to make sure some of the questions were the same type of question as my linear question but worded in a circular way that would get me more detailed answers and more depth behind her answers. Systemic questions are both circular and reflexive. They are behavioral effect questions, difference questions, hypothetical future questions, and observer perspective questions. The reflexive questions are intended to indirectly influence the family and are predominantly facilitative. The circular questions are more exploratory as the counselor tries to discover the way everything is connected together.

Because the distinction between lineal and circular may be regarded as complementary, and not just as either/or, these assumptions and their associations may overlap and enrich one another. Most therapists have internalized these concepts to varying degrees and probably operate with both sets of ideas, but in differing ways, with differing consistency, and at different times. Although these assumptions and presuppositions tend to exert their effects covertly and non-consciously, they still have a significant effect on the nature of the questions asked.

Hence, this second dimension adds considerable depth to an understanding of differences among the questions asked. If the therapist assumes that influence only occurs indirectly, through a perturbation of preexisting circular processes in or among family members, the influencing questions are considered “reflexive questions. ” (Tomm, 1988, p. 3). If the therapist has established a Batesonian cybernetic orientation toward mental process, and has developed skills in maintaining a conceptual posture of circular ypothesizing, these questions will come easily and freely.

Two general types of circular questions, “difference questions” and “contextual questions,” have been associated with Bateson’s fundamental patterns of symmetry and complementarities. The Interview When I called Michele I was immediately at ease with her as a person. She was very upbeat and forthcoming with her information. After asking her how she was I jumped right into the questions. I explained to her which questions I was doing first and how many there were for each linear and systemic questionings.

She had no problems going into elaborate detail about her life and why she is doing what she is doing today, she talked as fast as I could type her answers! Since I did not have a recorder I did have to ask her to repeat herself if I did not finish typing the answers that she was giving me but she was very nice about it and as soon as we concluded our interview I made sure to immediately formulate the answers into more coherent sentences while it was all fresh in my mind.

Interview Themes The themes and content that came out of this interview with Michele are few. One theme or content that was revealed to me was that her inspiration for education came from her mother who did not complete high school. The content that came out from the systemic questions would be how supportive her family is even though it is a financial strain on them. The linear questions brought out her main reasons for wanting her education and the systemic questions went into more depth of what the education means for her and her family as a whole. Theme one.

The first theme would be her mention of her mother and losing her father when she was young. She brought up her mother quite a bit in our interview and I could tell that her mother was a great factor in her decision to keep going to school no matter how long it took her to succeed. She is very proud of her mother for the way she was, raising children alone with no degree and no financial backups. Michele doesn’t want her kids to ever have to worry about wanting or needing things and she wants to get her degree to be able to enjoy what she loves doing most.

Theme two. The second theme is that of finances. She did bring up the fact that she has been in school for a very long time because she is only taking one class per quarter so that she can pay for it and still have time to do her work, school, and family life in a balance that is easier on her. She teaches her children that it doesn’t matter how long it takes you to get there, it is important to have dreams and goals and make them come true. The future of her children won’t be as hard on them as it was on Michele growing up. Interviewer Role

Stance. As an observer for the linear questions I realized that the questions were straight to the point without asking for more detailed information from Michele and it was pretty basic. I felt that I was getting to know Michele through my linear questions but I was able to understand more through the systemic questioning. My systemic questions were open-ended questions that helped our conversation go into further detail because Michele felt that the questions opened up for her to go into more of her life story. Relationship with the interviewee.

I started each set of questions by letting Michele know what type of questions I was asking. She was very forthcoming and she said that some of the questions I asked her were really good because she hadn’t thought about it in the way that I asked it. She is a very nice person, easy to talk to and get along with. We talked about how we both found Capella, the weather changes, and the state we live in. The systemic approach definitely went into further detail but I feel like I gained a lot of insight from the linear questions as well. Multicultural/diversity issues.

Michele and I did not talk about cultural backgrounds as she only wanted to talk about her educational background. I feel now, that I could have incorporated some cultural questions into the topic of education. We did talk about her family and how they are very supportive of her career and educational goals and we never stepped on a touchy subject that made her hesitate to answer me. Curiosity. I am naturally a very curious person about other people and how they think and what they do and why they do it. So it was no problem for me to ask more questions on top of the ones I have listed.

I knew by intuition which topics not to go into further detail with her about since I don’t know her that well and it was irrelevant to her education. One thing I wanted to know was more about her dad. I did however; ask her about her grandparents influence and more about her mother. My curiosity helped me to see in greater detail the aspects of her relationship with each member of her family. Assessment of Interviewer. I really liked the questions that I asked, and I was polite and made jokes so that we were on easy footing.

I do think back on the interview and wish I had asked different questions because some of them seemed to be repetitive even though she answered them each in a different way. For example, What made you change your path to this specific one? Was a question I asked after asking why she chose being an MFT. She had answered in the previous question the answer to both questions which turned out to be one and the same. I had chosen that question because in my experience most people at one time had wanted to be something else first and then changed their mind later in life.

Learning Experiences with Linear and Systemic Questioning Essay

Pros and Cons of Self-Study Essay

Pros and Cons of Self-Study Essay.

It has recently come up as a controversial issue whether students should study alone or not. Some people stand for the idea that self-study helps them become more independent. Others point out that this way of learning put them in certain difficulties. This essay will give us a chance to discuss the advantages and disadvantages of the issue in more details. On the bright side, the supporters of self-study have a thought that studying alone benefits students in terms of becoming more concentrative as well as more independent.

To begin with, it has been proven to be true that self-study helps students find essential silence to get high concentration. As the master of fact, when students study independently, there is no one can disturb them so that they usually focus on their lessons. For example, anyone who study alone at home doesn’t meet friends to talk about irrelevant matters such as an upcoming performance of a rock star that might make students tend to lose their attention.

In addition, it is also evident that learners who are self-study, are more independent than others.

As far as I am concerned, when nobody can help, it has better to do it myself. For instance, in the face of not understanding their lesson, students learning alone manage to achieve knowledge by themselves through finding source of books in the library or looking up information on the internet. This proves that they are more active in their studying. On the dark side, the opponents of this issue come up with an argument that students are more likely to encounter certain disadvantages when they study independently.

These students are not only short of ideas to cope with a big assignment but also find it a bit hard to master their presentation skills without group support. First of all, one’s mind could not think many ideas because of their limited imagination. This causes they always find it difficult to getting on their assignment. To illustrate, if one student could find out three ideas, a group with ten students would increase this figure to thirty. Another point is that learners studying by themselves will probably be lack of presentation skill.

Hardly can anybody deny the fact that when learning alone, students cannot practice to present effectively. For example, they do not have anyone who comment or give them advice for their performance. They will not figure out where the problem is to fix it and they have to do everything on their own. In brief, I absolutely agree with the saying: “every coin has both sides”. Self-study also has its pros and cons. Students should use their way of learning alone as a foundation to launch their group study.

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Pros and Cons of Self-Study Essay

My Experience About Learning English Essay

My Experience About Learning English Essay.

I bought a book on interpretation last weekend,was written by 林超伦who is a chief interpreter work for the Ministry of British Foreign Affairs .the book says how to deal with field interpreting. interpreter:One who translates orally from one language into another.I’m going to be a excellent interpreter.Being a communication emissary to make people more amicable.which simplify the complicated promblems.consequently,To achieve the purpose of cooperation and shared interests.

Hello! Everyone I’d like to share my experience about learning English with u, and I consider it worthwhile trying to summarize our experience in learning English.

As matter of fact, speaking English is very easy, even chaild can do it ! first of all,u have to know why we should study English.Maybe most people think its unnecessary for them to speak English,now let me enumerate my reasons one by one in the following; In the first place,u know that china has successful enter the WTO is a great event for Chinese people,especially for our young generation.

there is no doubt that it is good for our future to speak English. U can make a trip around the world without being understood. In the second place, u know, most valuable books, newspapers and magazines are written in English. The channel of we getting information is limited, so if u wish to get more knowledge, you must learn English. All above, master a language will bring u unexpected achievement. Second, what is english for?

Some people seem to think it’s for practing grammar rules and learning lists of words the longer the words the better.thats wrong,language is for the exchange of ideas, for communation. it’s an essential tool and a very important weapon in our daily life. The way to learn a language is to practise spaeaking it as often as possible. A great man once said it is necessary to drill as much as possible,and the more u apply it in real situations,the more natural it become. Third, cultivating English thought is very important.

We all know that we live in a non-English environment so Successful English learning should be active learning, therefore,. successful learners do not wait for a chance to use the should look for such a chance..u can find people who speak english and ask these people to correct u when u make a mistakes.don’t be afraid of making mistake.the more mistake u made,the more progress u ‘ll get!when commutation is difficult, u can accept information that is inexact or in is more important for u to learn to think in the language than to know the meaning of every word. of course,u need to learn more about the culture behind the language. When you understand the culturalbackground,you can better use the language.try to think in English whenever possible. When you see something, think of the English word of it;then think about the word in a sentence. Fainally. Interest is the best teacher!

Successful language learners are learners with a purpose.thy wanna learn English because u are interested in it and the people who speak it. it’s necessary for u to learn it in order to commucatie with these people and learn from them..we always have much spare time,use a dictionary and grammar guide constanly.keep a small English dictionary with u all the time.when u see a new word,look it up.think about the word—-use it,in ur mind,in a sentence. Here I would like to make three relevant points, first, extensive reading shold be taken as a priority in the learning process,because it is through reading that we get the most language input. next, learning by heart as many as well written essays as possible is also very important.

With an enormous stor of excellent assaysin our heads,we will find it much easier to express ourselves in English.finally,it is critical that we should put what we learnt into doing more reading ,writing, listening and speaking ,we will be able to accomplish the task of perfecting our English. Learning any language takes a lot of effort.but don’t give up.relax!be patient and enjoy yourself.learning forien languages should be fun.”Rome wasn’t built in aday”work harder and practice more,ur hardworking will be rewarded by god one day.God is equal to everyone!

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My Experience About Learning English Essay

The Tour to the National Science Park Essay

The Tour to the National Science Park Essay.

Today, we go to the USST national science park. Through the presentation made by the staff, we know the science park basically. National Science Park is founded by USST, Yangpu district government and Shanghai Association for Science&Technology. The science park’s purpose is to develop modern servicing business and advanced manufacture industry. It has three core functions: technology transfer , entrepreneur incubator, and service platform. Its industry cluster mainly includes machinery, instrument, medical appliances.

The technology transfer center mainly encourage students who want to create their own company to cooperate with the enterprise.

The entrepreneur incubator mainly gives students suggestions and advices. After the tour, I conclude four points that I learned today:

1. After we visit three small corporations, I learned that it is not easy to open a company. Especially for fund and market. For a company that has just set up , it is difficult to receive the financing . So the entrepreneur needs to receive the financing with the help of social platform such as venture capital fund.

2. This point is relevant to the marketing. Because we are the English and international trade major, we have the advantage of language skill and basic business knowledge. We can expand our market share by communicate with foreign-invested enterprises and try to corporate with them. The language skill and business knowledge can make it easier for us to negotiate with them and make a deal.

3. In fact, I want to be an entrepreneur in several years. After visiting the National Science Park, I find that it is a perfect place for me to know the growth of the company. I can see the whole development process of a company from its establishment , growth, maturity. I can acquire experience form its success and learn a lesson from its failure. Then, I will know what I should do or not in my future career.

4. This point is relevant to the marketing. When the company has grown mature to some degree, it can expand its market share by merge. We can revive the products of the company that is on the verge of bankruptcy , making their products become our new brand . we can research it life cycle and innovate and improve this product . then our market share will be larger than before.

The Tour to the National Science Park Essay

Is Homework Benificial for Learning? Essay

Is Homework Benificial for Learning? Essay.

Hello this is Christine and David on the affirmative team. We think that homework is beneficial and helpful for learning. Today, we will discuss the topic homework and why it is beneficial. School and homework teach students important life lessons that they will use as an adult. For example: It teaches them how to read and comprehend information, communicate ideas with others, listen and take notes, remember things, solve problems, how to develop a plan, set priorities and take action. Homework also teaches students how to concentrate, write reports, spend time alone and helps develop their curiosity about new subjects.

Homework builds up an initiative in students. Children can feel responsible for finishing homework. Also, another benefit of homework is time management.

They start allotting their time to study and play thus learning to complete their scheduled tasks in the time they have. Moreover, they learn to do things on their own. They manage their time and complete their work independently, and encourages self-discipline in students.

Homework helps children learn with interest and by doing homework, children learn to cope up with school activities. It helps children apply their skills and improve on weakness. Furthermore, it helps improve academic results. Some people don’t think homework is beneficial, that can be true, but it is also helpful.

According to “Benefits of Homework,” most teachers assign homework and that is for helping support what you learned that day. Also, homework teaches students how to set priorities, and it helps teachers determine how well students have understood that lesson. Furthermore, homework gives students another chance to review class material. Parents can get a chance to see what is learned at school. Homework teaches students that they have to do things sometimes-even if they don’t want to. It teaches students the importance of planning, staying organized, and taking action.

However, homework is not helpful when used as a punishment or with parents helping or telling you everything to do. But not all homework is beneficial. The families with lower incomes have a lower chance of better outcomes of homework. homework helps kids use their time wisely. If they weren’t doing homework, students would much rather play and be busy with their hobbies, but homework can help your brain and academic skills. That is why we think homework is beneficial and helpful for learning.

Is Homework Benificial for Learning? Essay

Cheating Quotes Essay

Cheating Quotes Essay.


1. “There is too much competition between students, which leads to increased pressure to do well. Cheating becomes a way to get the edge over the other students in the class. In addition, the penalties for getting caught are mild.”

2. “Today there is more pressure placed on students to do well. They are expected to receive good grades, play a sport, and volunteer if they are to be looked at by a good college. With a B tainting your transcript, a college might not look at you.

3. “Students who would usually cheat get sucked into believing it is the only way to get ahead in school: If the cheaters are doing better then they are and not getting caught, then they had better try it.”

4. “Schools are drifting away from emphasizing learning and are emphasizing the grade instead. When the thirst for knowledge is replenished in the students mind, the desire for the grade without the work will dissolve. Only then will cheating decline.


1. Wenke is indicating that the competition to get better grades has increased, and the only way for the students to stay in the competition is to cheat. She also says that because of the competition the pressure increased which causes the students stress, which then pushes them towards cheating. The students have no fear of cheating because the penalties will not affect them or there grades in a major way.

2. Wenke is trying to show us that now education is based around getting good grades and doing well and not about getting a good education and learning. She also is saying that colleges are looking for students with better grades and people with more extracurricular activities and with out A grades colleges may not even look at your transcript.

3. Wenke is telling us that cheating is the only way students can achieve success in school. Some students try their hardest to get the best grade they can achieve, but then see that the cheaters that put in less effort and get better grades. This makes more students want to cheat because that way you could focus on other things and not only schoolwork. So Wenke is saying what is stopping the good students from trying to cheat if the cheaters are prospering while they are not.

4. Wenke is indicating that cheating will only decline if knowledge is a greater quality for students rather than getting a better grade. If all the students want only knowledge and the grades do not affect their education then there will not be as much cheating as there is now. So the end of cheating will only occur if students care more about knowledge instead of grades.

Cheating Quotes Essay

Personal Goals or Aspirations in Connection with This Research Project Essay

Personal Goals or Aspirations in Connection with This Research Project Essay.

There are certain qualities that I will need for my future career aspiration. There are some personal strengths that will help suit me for my chosen career. There are necessary skills that I must possess to help me work well with others. Knowing what those skills are will help me maximize my talents and my strengths. In addition, knowing what role effective intrapersonal and interpersonal communication play will also help me in my future success.

My future career aspiration is to be a university professor.

I would like to work for a lawyer with an option to do research, and type up legal documents for him/her. Another option that I would like available to me is a chance to run their office for them. In other words, I would like a job that will give me an opportunity to advance in my workplace. A strength that I find to be my most important one is being an achiever.

This means that I possess a great deal of stamina and work hard at everything that I do.

I take great satisfaction from being busy and productive. Another strength that I find important is that I am a learner. This means that I have a great desire to learn and want to continuously improve on whatever I am doing and improve myself as well. The process of learning at times excites me more than what the outcome maybe. I also possess self-assurance as strength.

Personal Goals or Aspirations in Connection with This Research Project Essay