My approach to education is based on the belief that all learners can be empowered through training and education that tap into their knowledge base and bring out their potential. Education and training that is created to teach people of all learning styles, help to encourage the diversity of opinions and approaches that enrich the learning environment while building cohesive communities.
I design curriculum using the outcomes-based 21st century education model. This model emphasizes the connection of learning activities to goals on a foundation of assessment of both the student and the educator. All learning experiences must be inclusive, culturally literate and relevant to life-skills and academic development.
The use of critical thinking in education is essential to survival in today’s knowledge based economy. The tenets of critical thinking teach learners to be clear, concise and effective in communication and conflict resolution. Critical thinking skills also make it easier to identify logical fallacies while also encouraging thinking outside of the proverbial “box” of traditional wisdom.
Each learner has the potential to teach and lead. Critical thinking encourages learners to be the subject matter experts that can challenge outdated institutional methods of learning and create approaches that are in sync with humanity’s development.
Online Teaching and Learning (OTL) is a combination of distance learning and instant access to knowledge and learning over the Internet. OTL is the perfect medium for blending critical thinking with customized learning styles while building communities of learners with common interests. OTL allows educators to use traditional models such as Bloom’s Taxonomy or Gagne’s method of instruction while using multimedia tools that engage all learning styles. While I am an education technology specialist, I take a student centered approach that relies on the feedback of learners.
Activities are a great way to capture a student’s attention and provide opportunity for a kinesthetic, “hands-on” experience. My experience shows that the hands-on approach, complements the student’s aural and visual experience while building confidence and self-esteem. Awareness of various skill levels allow me to pace the course at a rate that is not too advanced for the less apt pupils yet fast enough to engage students who are not easily challenged. This is known as the “Flow Zone.”
Once the students understand that the culture of the class is positive and affirming, then we move on to the activities with a sense of comfort and purpose. This approach allows me to leverage the course content with student ownership of the learning community.