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10/12/2011

http://lifetofullest.com/steps-in-developing-skill/

7 Steps in Developing Skill



A winner is someone who recognizes his God-given talents, works his tail off to develop them into skills and uses these skills to accomplish his goals. – Larry Bird
Each of us has skill and talent which gives us an opportunity to achieve a successful career.  However, not everyone recognizes and make use of their given skill.  Most reasons pertain to lack of belief in one’s skill, laziness, procrastination and idealism, that’s waiting for things to be perfect before taking action.
There’s a saying that states,
Winners are not born, they are made!
In my personal journey in learning how to achieve success, I’ve made a study on the attitudes of successful people which separate them from average or common people.  To learn more about these attitudes, click here.
One important attitude of successful people is their openness and eagerness to learn.   It has become their passion to be curious and thirsty to learn new things.   They understand that change is constant, and if they cannot adapt well to change, they will perish and fail.
The opposite is true of average people, who commonly like to settle on what they already know and are unwilling to change or learn.  Average people like to live in a box, doing the same things over again.  Then they complain and are unhappy with their lack of progress.

If You Want to Succeed, Constantly Develop Your Skills

Nobody succeeds without developing their skills.
In the past couple of years that I’m learning and developing my skills, in order to achieve success, I’ve discovered a funny yet sad truth.  During the business, leadership and personality development trainings that I’ve attended (and I’ve conducted), I have observed that most attendees are those who are already on their way to success, if not already successful, whether they’re in the field of business or employment.
It made me wonder why those who already have the skills and success are still eager to learn more while those who badly need development choose to do nothing.  The answer became obvious to me and it made me understand why there are people who succeed while others never get out of mediocrity.
And the answer shows in one’s capacity to continuously learn and develop their skills.

7 Steps in Developing Skill

Never become so much of an expert that you stop gaining expertise. View life as a continuous learning experience. – Denis Waitley
Warren Buffet, one of the world’s top billionaire, is a great example of continuous learner.  Despite his good background, he never settled to what he just knows.  He strives to keep on learning more.  To find out his success story, CLICK HERE.
For my personal share, I’ve used to be really introverted and shy.  I couldn’t dare to speak in front of a crowd because I’d be shaking like crazy and my voice trembles when I speak.   I’ve always feared public speaking.
However, because I didn’t want to settle to mediocrity and I wanted to succeed, I chose to develop the skill of public speaking.  For I know, in order to succeed, I have to be extroverted.  I need to have confidence with myself and I should be able to speak to anyone, even in front of a crowd.
So what I did to develop the skill of public speaking, when I was still employed, I’ve strived to be proactive in my job and volunteered to be part of the in-house trainer to new hires of our department.   And I’ve been part of the leadership team who conduct updates and reports to top management.   That experience and exposure gave me confidence to speak to anyone, including big bosses.
After employment, when I was managing my own business, I kept exposing myself to people and speaking in front of a crowd that I’ve took a freelance public speaking opportunity.  I’ve discussed topics on accountancy, business and taxation.  Occasionally, I also conduct my own personality development seminars.  And to further improve my skill, I even invested time and money to join a formal public speaking and presentation class with Dale Carnegie Philippines.
Now, who would have thought I was very introverted and can’t speak in public a couple of years ago?
Photo taken during the HIP Training I've attended with Dale Carnegie Philippines. I'm the one sitting in front, second to the right. :)
Photo taken during the Bookkeeping Seminar I've conducted with BusinessCoach, Inc. Philippines. I'm the one in front, speaking :)
You too can start learning and developing your skills.  You too can be successful in anything you chose to do, only if you are willing to develop yourself and your skills.
And to help you get started, here are the things you need to remember:

1.  Openness to Change

Remember, you cannot change your circumstance if you are unwilling to change.  Loose your grip, stop being afraid and be willing to change.

2.  Develop Curiosity

One cause of unhappiness and dissatisfaction is lack of curiosity.  Without curiosity, it will lead to lose of interest and eventually boredom.  On the other hand, curiosity fires enthusiasm and can open gates of endless opportunity.

3.  Continuously Learn

As I’ve already mentioned, what separates successful people from the rest of average people is their eagerness to learn.  Never think of yourself as too great that you stop learning.

4.  Define a Vision or Goal

If you don’t know what you want, it will be hard for you to identify which skills you need to develop.  So don’t forget to define what you really want to accomplish in life.  When you already know the “what”, discovering “how” will become much easier.

5.  Focus

In anything you do, focus is very important.  Without it, you’re like aimlessly shooting and then you’ll keep on missing the goal.  So once you’ve decided to develop yourself and follow your path to success, always keep your focus.  Once you lose it, it will drive you farther away from your goals.

6.  Be Patient

Remember, success is not solely mere luck and hard work, it also takes time.  The same is true in developing skill; it will need time and good habits.  So don’t rush and be frustrated if you don’t develop a skill in an hour, days or weeks.   If you continue learning and practicing, in time, it won’t be too hard to do it because it will form part of whom you are.

7.  Be Persistent

Last, but not the least, be persistent.  You’d be face with a lot of struggles and setback in your quest which may lead you to quit.  And those who don’t quit, wins!
The purpose of learning is growth, and our minds, unlike our bodies, can continue growing as long as we live. – Mortimer Adler

Happy Journey to Your Life and Success!!!
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8/21/2011

Active Learning

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Active Learning: Creating Excitement in the Classroom
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by Charles C. Bonwell and James A. Eison

Research consistently has shown that traditional lecture methods, in which professors talk and students listen, dominate college and university classrooms. It is therefore important to know the nature of active learning, the empirical research on its use, the common obstacles and barriers that give rise to faculty members' resistance to interactive instructional techniques, and how faculty, faculty developers, administrators, and educational researchers can make real the promise of active learning.

WHAT IS ACTIVE LEARNING AND WHY IS IT IMPORTANT?

Surprisingly, educators' use of the term "active learning" has relied more on intuitive understanding than a common definition. Consequently, many faculty assert that all learning is inherently active and that students are therefore actively involved while listening to formal presentations in the classroom. Analysis of the research literature (Chickering and Gamson 1987), however, suggests that students must do more than just listen: They must read, write, discuss, or be engaged in solving problems. Most important, to be actively involved, students must engage in such higher-order thinking tasks as analysis, synthesis, and evaluation. Within this context, it is proposed that strategies promoting active learning be defined as instructional activities involving students in doing things and thinking about what they are doing.

Use of these techniques in the classroom is vital because of their powerful impact upon students' learning. For example, several studies have shown that students prefer strategies promoting active learning to traditional lectures. Other research studies evaluating students' achievement have demonstrated that many strategies promoting active learning are comparable to lectures in promoting the mastery of content but superior to lectures in promoting the development of students' skills in thinking and writing. Further, some cognitive research has shown that a significant numbe of individuals have learning styles best served by pedagogical techniques other than lecturing. Therefore, a thoughtful and scholarly approach to skillful teaching requires that faculty become knowledgeable about the many ways strategies promoting active learning have been successfully used across the disciplines. Further, each faculty member should engage in self-reflection, exploring his or her personal willingness to experiment with alternative approaches to instruction.

HOW CAN ACTIVE LEARNING BE INCORPORATED IN THE CLASSROOM?

The modification of traditional lectures (Penner 1984) is one way to incorporate active learning in the classroom. Research has demonstrated, for example, that if a faculty member allows students to consolidate their notes by pausing three times for two minutes each during a lecture, students will learn significantly more information (Ruhl, Hughes, and Schloss 1987). Two other simple yet effective ways to involve students during a lecture are to insert brief demonstrations or short, ungraded writing exercises followed by class discussion. Certain alternatives to the lecture format further increase student level of engagement: (1) the feedback lecture, which consists of two minilectures separated by a small-group study session built around a study guide, and (2) the guided lecture, in which students listen to a 20- to 30-minute presentation without taking notes, followed by their writing for five minutes what they remember and spending the remainder of the class period in small groups clarifying and elaborating the material.

Discussion in class is one of the most common strategies promoting active learning_with good reason. If the objectives of a course are to promote long-term retention of information, to motivate students toward further learning, to allow students to apply information in new settings, or to develop students' thinking skills, then discussion is preferable to lecture (McKeachie et al. 1986). Research has suggested, however, that to achieve these goals faculty must be knowledgeable of alternative techniques and strategies for questioning and discussion (Hyman 1980) and must create a supportive intellectual and emotional environment that encourages students to take risks (Lowman 1984).

Several additional strategies promoting active learning have been similarly shown to influence favorably students' attitudes and achievement. Visual-based instruction, for example, can provide a helpful focal point for other interactive techniques. In-class writing across the disciplines is another productive way to involve students in doing things and thinking about the things they are doing. Two popular instructional strategies based on problem-solving model include the case study method of instruction and Guided Design. Other active learning pedagogies worthy of instructors' use include cooperative learning, debates, drama, role playing and simulation, and peer teaching. In short, the published literature on alternatives to traditional classroom presentations provides a rich menu of different approaches faculty can readily add to their repertoire of instructional skills.

WHAT ARE THE BARRIERS?

To address adequately why most faculty have not embraced recent calls for educational reform, it is necessary first to identify and understand common barriers to instructional change, including the powerful influence of educational tradition; faculty self-perceptions and self-definition of roles; the discomfort and anxiety that change creates; and the limited incentives for faculty to change.

But certain specific obstacles are associated with the use of active learning including limited class time; a possible increase in preparation time; the potential difficulty of using active learning in large classes; and a lack of needed materials, equipment, or resources.

Perhaps the single greatest barrier of all, however, is the fact that faculty members' efforts to employ active learning involve risk--the risks that students will not participate, use higher-order thinking, or learn sufficient content, that faculty members will feel a loss of control, lack necessary skills, or be criticized for teaching in unorthodox ways. Each obstacle or barrier and type of risk, however, can be successfully overcome through careful, thoughtful planning.

WHAT CONCLUSIONS SHOULD BE DRAWN AND RECOMMENDATIONS MADE?

The reform of instructional practice in higher education must begin with faculty members' efforts. An excellent first step is to select strategies promoting active learning that one can feel comfortable with. Such low-risk strategies are typically of short duration, structured and planned, focused on subject matter that is neither too abstract nor too controversial, and familiar to both the faculty member and the students.

Faculty developers can help stimulate and support faculty members' efforts to change by highlighting the instructional importance of active learning in the newsletters and publications they distribute. Further, the use of active learning should become both the subject matter of faculty development workshops and the instructional method used to facilitate such programs. And it is important that faculty developers recognize the need to provide follow-up to, and support for, faculty members' efforts to change.

Academic administrators can help these initiatives by recognizing and rewarding excellent teaching in general and the adoption of instructional innovations in particular. Comprehensive programs to demonstrate this type of administrative commitment (Cochran 1989) should address institutional employment policies and practices, the allocation of adequate resources for instructional development, and the development of strategic administrative action plans.

Equally important is the need for more rigorous research to provide a scientific foundation to guide future practices in the classroom. Currently, most published articles on active learning have been descriptive accounts rather than empirical investigations, many are out of date, either chronologically or methodologically, and a large number of important conceptual issues have never been explored. New qualitative and quantitative research should examine strategies that enhance students' learning from presentations; explore the impact of previously overlooked, yet educationally significant, characteristics of students, such as gender, different learning styles, or stage of intellectual development; and be disseminated in journals widely read by faculty.

In retrospect, it appears that previous classroom initiatives and written materials about active learning have all too often been isolated and fragmented. The resulting pedagogical efforts have therefore lacked coherence, and the goal of interactive classrooms has remained unfulfilled. Through the coordinated efforts of individual faculty, faculty developers, academic administrators, and educational researchers, however, higher education in the coming decade CAN make real the promise of active learning!

SELECTED REFERENCES

Chickering, Arthur W., and Zelda F. Gamson. March 1987. "Seven Principles for Good Practice." AAHE Bulletin 39: 3-7. ED 282 491. 6 pp. MF-01; PC-01.

Cochran, Leslie H. 1989. Administrative Commitment to Teaching. Cape Girardeau, Mo.: Step Up, Inc.

Hyman, Ronald T. 1980. Improving Discussion Leadership. New York: Columbia Univ., Teachers College Press.

Lowman, Joseph. 1984. Mastering the Techniques of Teaching. San Francisco: Jossey-Bass.

McKeachie, Wilbert J., Paul R. Pintrich, Yi-Guang Lin, and David A.F. Smith. 1986. Teaching and Learning in the College Classroom: A Review of the Research Literature. Ann Arbor: Regents of The Univ. of Michigan. ED 314 999. 124 pp. MF-01; PC-05.

Penner, Jon G. 1984. Why Many College Teachers Cannot Lecture. Springfield, Ill.: Charles C. Thomas.

Ruhl, Kathy L., Charles A. Hughes, and Patrick J. Schloss. Winter 1987. "Using the Pause Procedure to Enhance Lecture Recall." Teacher Education and Special Education 10: 14-18.


ED340272 Sep 91 Active Learning: Creating Excitement in the Classroom. ERIC Digest.
ERIC Clearinghouse on Higher Education, Washington, D.C.; George Washington Univ., Washington, D.C.

The eight issue series is available through subscription for $120.00 per year ($140.00 outside the U.S.). Subscriptions begin with Report 1 and conclude with Report 8 of the current series year. Single copies, at $24.00 each, can be ordered by writing to: ASHE-ERIC Higher Education Reports, The George Washington University, One Dupont Circle, Suite 630, Washington, DC 20036-1183, or by calling (800) 773-3742. Call for a copy of the ASHE-ERIC Higher Education Reports Catalog or visit or web site www.gwu.edu/~eriche.

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