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Independent and group work Independent From Self Assessment Module Yr 2 Taking responsibility for one's own learning matters. My learning is often experiential and is arrived at due to the need to solve an real and immediate problem. It can however also be arrived at through play - skills learned in a leisure context can be transferred to the workplace. (Hartley LM 2004) For adult learners such as myself taking responsibility for all aspects of one's life and actions is the norm. I do not expect to be told exactly what I need to do, to be taught, but rather to be given tools or space, some minimal instruction, and access to resources. Knowles suggests that adult learners need to engage with real problems in order to maintain motivation and I feel this is very true for me. This need to take responsibility for my learning extends beyond the degree. Recently I have been told that as part of my duties as a research assistant to our local Network Learning Cluster I will be given some training in data analysis. It was a natural reaction when told this to enquire what form this training would take and when told that this was undecided to suggest that I should enquire into the matter myself - see what was available and report back to the cluster with a variety of options. This need to be in charge of one's own learning means that learning is no longer seen as something which is ever over. It becomes a life long process, a journey rather than a destination. Group From my private learning journal
Duties and achievements as well-being facilitator: • Participated in well-being facilitator training workshops and received very positive feedback, (complimented afterwards by group leader on giving valuable input to group) • Provided support to superior during difficult meeting where survey contents were revealed. • Prepared a summary document explaining major points of survey results • Jointly led staff meeting reporting feedback from well being survey • Planned and led a series of 4 workshop sessions with role based members of school staff to generate practical ideas for improvement of staff well-being in response to survey outcomes (using participatory action research techniques). • Collated data gathered using techniques learned during degree (grounded theory in particular) Back to section2 |
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