engaging experience

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Moi University *

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Communications

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Nov 24, 2024

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docx

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Uploaded by LieutenantFlamingo2298

1 Evaluating Engaging Experience Student Name University Professor Name Course Date

2 The learning experience provided in my teammate’s work provides an explicit ideology of Barkley's ideology of learning-centered teaching and Fink’s taxonomy. It also presents Weimer’s ideology in formulating the three student engagement techniques. The first learning experience proposes using teams to handle the assignment. The case coincides with Barkley’s work, which concentrates on student engagement to make meaning to the concepts they are studying in class (Barkley& Major, 2020). With the concept, it means that the students get an opportunity to work effectively and enjoy the learning sessions as they can take part in the learning process instead of just listening to the tutor. Through this, they can learn from each other as they bring their ideologies together. Assigning work to individual students and combining all the concepts makes the learners think critically and do more research to enlighten themselves on the topic they are reviewing. In this case, the task the learners were interchanged with severally makes it easier for them to internalize and grasp the concepts they are handling. The concepts coincide with Fink’s ideology of making learning an interactive session. The first proposed student engagement model acts as a basis for coming up with the second learning experience model, which emphasizes a collaborative structure as a way of learning. In this case, the teammate used an interactive structure to formulate the learning process. The concept is well portrayed in Fink’s work, which emphasizes using more practical learning methods than theoretical ones (Fink, 2013). In this way, the learners can grasp the concept and have the skills to solve problems. As a result, they would have the technique of solving problems independently and ensuring that they do extensive research on the concepts they are learning in class.

3 The first proposal also influences the third proposed work in laying a foundation for the proposed model, significantly impacting how the task would be implemented through teamwork and extensive research on the proposed topics. The illustration shows the essence of having good communication in a team and working together to achieve the final goals. Having looked at the teammate's student engagement models, it is evident that all of them aim at having an interactive class that works together to make the learners enjoy the lesson and grasp the concepts quickly. The strategies incorporated are using groups to accomplish a particular task and ensuring that the students get enlightened on the critical aspects of the course. By categorizing the learners into groups, they learn from each other and help them do more research. The teammate also extensively presents learning techniques such as reading and writing, discussing, and modeling, which play a more significant role in understanding the concepts. However, the proposed student engagement techniques should involve researching the concepts before presenting a practical review (Weimer, 2013). This case comes by as an essential way of having the ability to internalize the concepts, thus making it easier to understand the topic being taught. In this case, it helps in the grasp of the j=knowledge as well as presenting it correctly. In conclusion, the teammate work used the ideologies of Fink, Weimer, and Barkley, thus helping the learners to understand what is taught. Similarly, the use of teams helps to ensure that there is a collaborative interaction while learning. The aspects, however, require more research on the concepts so as to apply the concepts correctly, and the lesson is enjoyable.

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4 References Barkley, E. F., & Major, C. H. (2020). Student engagement techniques: A handbook for college faculty . John Wiley & Sons. https://books.google.co.ke/books? hl=en&lr=&id=6kfZDwAAQBAJ&oi=fnd&pg=PR12&dq=Barkley,+E.+F.,+%26amp %3B+Major,+C.+H.+(2020).+Student+engagement+techniques: +A+handbook+for+college+faculty+(2nd+ed.).+Jossey- Bass.&ots=5BSQzdAMr1&sig=eaIL3cWvy7HdWKitWoXe9lhShnU&redir_esc=y#v=on epage&q=Barkley%2C%20E.%20F.%2C%20%26amp%3B%20Major%2C%20C.%20H. %20(2020).%20Student%20engagement%20techniques%3A%20A%20handbook%20for %20college%20faculty%20(2nd%20ed.).%20Jossey-Bass.&f=false Fink, L. D. (2013). Creating significant learning experiences: An integrated approach to designing college courses . John Wiley & Sons. https://books.google.co.ke/books? hl=en&lr=&id=cehvAAAAQBAJ&oi=fnd&pg=PR7&dq=Fink,+L.+D.+(2013). +Creating+Significant+Learning+Experiences: +An+Integrated+Approach+to+Designing+College+Courses+(2nd+ed.). +Wiley+Professional+Development.&ots=GDpCwT8sGN&sig=13SgIIFV0vfhzB3U6zyf PT29ZNw&redir_esc=y#v=onepage&q&f=false

5 Weimer, M. (2013). Learner-centered teaching: Five key changes to practice . John Wiley & Sons. https://books.google.co.ke/books? hl=en&lr=&id=pGBwO7uMmj4C&oi=fnd&pg=PR1&dq=Weimer,+M.+(2013). +Learner-centered+teaching:+Five+key+changes+to+practice+(2nd+ed.). +San+Francisco,+CA:+Jossey-Bass.&ots=yoUIj9xX40&sig=19WxtDutOjc2xUT- Oqs_2spg9ak&redir_esc=y#v=onepage&q=Weimer%2C%20M.%20(2013).%20Learner- centered%20teaching%3A%20Five%20key%20changes%20to%20practice%20(2nd %20ed.).%20San%20Francisco%2C%20CA%3A%20Jossey-Bass.&f=false

engaging experience

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