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Running head: REFLECTION POINT 2

Reflection Point 2
Natalie Beals
George Mason University

REFLECTION POINT 2

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Reflection Point 2

Learning is complex: it is not solely dependent upon any one factor in the learners
history or environment, nor is any learners experience exactly the same. EDUC 613, How
Students Learn, explored the processes and motivations behind learning and focused on how to
incorporate these principles of learning into the teaching process. The early part of the course
studied how the brain works and focused on various learning theories that have influenced
teaching practice. The course also developed the teachers use of gathering observational data in
the classroom for the purpose of improving student learning. The Case Study of a Learner,
undertaken as the major assessment for this course, provided a playing field for exploring and
analyzing these various data options.
The assessments for this coursethe weekly work assignments, the Cooperative
Learning Theory Group Project, and the Case Study of a Learneraddressed specific Advanced
Studies in Teaching and Learning (ASTL) Learning Outcomes: that teachers meet the needs of
culturally, linguistically, and cognitively diverse learners, that they use technology to facilitate
student learning and their own professional development, and that they be change agents,
teacher leaders, and partners with colleagues (GMU, 2014, p. 3). The Cooperative Learning
Theory Group Project explored the various ways and means by which individuals learn,
providing me with more background in addressing the needs of my diverse learners. Working
collaboratively on this assignment allowed me the opportunity to work with fellow colleagues:
having been partnered with educators teaching different subjects and grade levels from my own,
I was allowed a multi-perspective look at the various learning theories. The presentation of this
project also used a Web 2.0 tool, incorporating the learning outcome that teachers use technology
in their own professional development.
The Case Study of a Learner served as a comprehensive assessment that required the
collection and analysis of observational data and challenged me to extend reflectively my own
thinking about my students learning. The study required a triangulation of data, meaning that
my inquiry into my chosen students learning involved a range of data collection methods. This
differentiation of data sources allowed for a multifaceted look at the student in question and
served to paint a clearer picture of a culturally, linguistically, and cognitively diverse learner.
Understanding better how so many different learning factors can come together to influence this
students learning revealed just how unique the needs of each student in the classroom are.
Though the study focused on one individual in particular, in an in-depth way that could not be
undertaken for more than a few students a year, the study allowed me to draw conclusions about
learners in general, expanding the different ways in which I can be a change agent to the
students in my classroom.
Of course, with critical reflection being the goal of ASTL education courses, these new
understandings about my teaching practice and my students learning are not much use unless I
use them to better my own teaching. One change I intend to make to my own practice as a result
of this course is to more often discuss students learning and learning difficulties with my
teaching colleagues. In my case study students circumstance, many of my insights into her

REFLECTION POINT 2

learning were achieved through discussion with her other teachers. By consulting my colleagues
more frequently about student learning needs, I can gather a better-rounded perspective on the
students. Another change I hope to make to my teaching as a result of this course is to more
meaningfully access students social natures. Interactions are an important part of the 21st
century classroom (Partnership for 21st Century Skills, 2014) and are an ideal way in which to
develop a students social learning. Findings from the case study and learning theory project
revealed to me, however, that the student interactions in my classroom are not always
meaningful learning experiences that require students to depend upon each other. I have been
challengedthrough the case study and through other courseworkto vary means by which and
partners with whom the students in my class collaborate.

REFLECTION POINT 2

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Reference

George Mason University (GMU). (2014). ASTL Student Handbook 2014-2015. Retrieved May
7, 2015 from http://gse.gmu.edu/advanced-teaching-studies/
Partnership for 21st Century Skills. (2014). Communication and collaboration. Information,
media and technology skills. Retrieved December 15, 2014 from
http://www.p21.org/about-us/p21-framework/61

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