Who am i as a learner essay

Partnerships can lead to better interagency collaboration, greater understanding of the issues affecting young people in their communities, and greater connection between community partners and other families and groups. Communities can also benefit from the tangible products that are associated with some partnership programs, such as community gardens or environmental programs, and from young people who feel more connected to their communities through their participation in such programs.

In turn, this can lead to enhanced community confidence. For example, some schools in the NAB Schools First program report fewer street offences and substance abuse issues than previously as a result of partnering with local community groups. Governments, too, benefit from schools connecting more strongly with business and community groups. These kinds of relationships can help grow local economies and potentially reduce the costs of service provision through less duplication of services and shared responsibility.

Regardless of the nature or longevity of the engagement, the primary motivation for school-community collaborations should be about improving outcomes for students. Engagement-related benefits include having an enriched curriculum as a result of interaction with external partners; enhanced professional learning opportunities for teachers; improved student attendance; reduced anti-social behaviour; improved quality of student work; improved work ethic at school; greater cultural awareness and empathy for example, better appreciation of the needs of the elderly and greater respect for past generations ; and more positive student-teacher relationships.

Extract of sample "Who am i as a learner"

It can be more difficult to show a direct causal connection between academic outcomes and school-community collaborations. Others reported a deeper understanding of particular subjects such as improved musical, carpentry or photography skills or improved literacy, numeracy, communication or ICT skills. Others reported enhanced critical and analytical skills, improved understanding of nutrition and the benefits of exercise and greater awareness of ecology.

Some schools were also able to show a better integration of theory and practice in subjects as a result of partnering with business and community groups. Wellbeing-related benefits are reported to include improved relationships with peers and family; increased confidence and self-esteem; higher aspirations for the future; taking the initiative through improved goal setting and time management, teamwork and conflict resolution; leadership skills; greater ability to learn independently; healthier lifestyle habits; a more positive outlook on life and increased awareness of the work of community groups.

Culture Change for Learning

Among the vocational outcomes identified for students were more realistic perceptions of post-school options; a better understanding of education pathways; better access to training and paid work; improved school-based expertise; a recognised qualification; knowledge of Occupational Health and Safety issues; employability skills; and leadership skills. Despite the clear benefits that can come from schools engaging with their communities, these kinds of collaborations are not easy to build or sustain.

Not all school-community partnerships run smoothly. Finding potential partners and resources, knowing who might have the professional expertise to advise and guide program development, gathering information about an area of identified need, knowing how to monitor and evaluate the impact of a collaboration all take time and require different kinds of knowledge and skills.

What Good Language Learners Do

Among the findings in year one was the importance of laying sound foundations for effective school-community engagement. These included evidence of role clarity, reciprocity, alignment of objectives and values, and the education-philanthropy relationship having a focus on impact. Ethical considerations can inhibit partnering. Some schools, for example, are wary about engaging with business. There is scepticism that businesses might enter into collaborations for no other reason than to promote commercial products and services.

This is why there needs to be clarity around the type of relationship a school is entering into. Sponsorship, for example, is not a gift. It is reasonable to expect that a relationship with a school configured around sponsorship will have commercial returns on investment at its core: brand building, expanded networks, selling of products or services. The Commonwealth Department of Education, Employment and Workplace Relations is currently preparing a publication on school-business principles that will assist schools and businesses in making decisions based on their respective institutional values.

While this tension needs to be identified and acknowledged, it is not an argument against entering into these kinds of collaborations. Research shows clearly that both schools and communities can benefit from working together to improve outcomes for students. Knowledge about school-community collaborations is a developing area of research and practice in schools.

But a consistent finding from the research in Australia and overseas is that strong school-community engagement can bring a range of benefits.

Who am I as a learner

These are not only to students but to teachers, schools as a whole, partners and the wider community. For these benefits to occur, school-community partners need to have a shared vision, work in genuinely collaborative ways, and monitor the progress and effectiveness of their partnership activities. Sharing the results of this good practice means others can recognise the important role that community groups can play in supporting education and schools.

Preparing twenty-first century learners depends on everyone in the community seeing this as their business. What makes a good school? A Collective Act: Leading a small school. The leadership and actual implementation and renewal of undergraduate higher education needs to be led by the academy itself, supported by boards of trustees, higher education professional organizations, and regional accrediting bodies alike.

Such rethinking ought to be transparent, informed by public conversation, and enacted through decisions based on the new touchstone, improving the quality and quantity of learning. Learning assessment must become inextricably linked to institutional efficacy. The formative assessment of learning should become an integral part of instruction in courses and other learning experiences of all types, and the summative assessment of learning, at the individual student, course, program, and institution levels should be benchmarked against high, clear, public standards.

Both the process and the results of a serious rethinking of higher education will be more likely to succeed and less likely to cause unwanted harm if that rethinking is generated by an authentic public discussion linked to and supporting cultural change in colleges and universities than if it is imposed by a disappointed, frustrated nation through its legislative and regulatory authority. Levels of dissatisfaction with the priorities and outcomes of higher education among parents, alumni, employers, and elected officials are unlikely to decline absent significant reform.

Cultural problems require cultural solutions, starting with a national conversation about what is wrong, and what is needed, in higher education. The country should reasonably expect higher education to lead this conversation. For real change to occur, discussions about the quality and quantity of learning in higher education and the need for reform must occur at multiple levels, in many places, and over a significant period of time -- most importantly on campuses themselves.

The national conversation provides context, direction, and motive -- but only many intimate and passionate conversations among colleagues in every institution of higher education can ground the discussion enough to give it sufficient power to bring change. Progress will not be made in improving the quality and quantity of learning -- in restoring higher learning to higher education -- unless both the public discussion and the multilayered, multistep processes of change on our campuses occur.

With these changes, students will be more prepared for the world of work, armed with the most important skills and knowledge, and having graduated with something of real value.

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Cultural change from within, across the entire spectrum and expanse of higher education, will be disruptive, and it needs to be. But such change has the unique promise of restoring higher learning in higher education while preserving its extraordinary diversity. Without it, external interventions and demands that will be far more disruptive and far less tolerant of institutional diversity become increasingly likely.

Richard P.


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  • Who Am I as a Learner?

Keeling is principal, and Richard H. Be the first to know. Get our free daily newsletter. Advice to highly sensitive academics for avoiding burnout opinion. What research tells us about using technology in the classroom opinion. How to write an effective diversity statement essay.

Who Am I Essay? - Who Am I Essay Examples

Which is better -- reading in print or on-screen? Colleges need a language shift, but not the one you think essay. Students focus too much on grades to the detriment of learning essay. Federal judge finds that Harvard's policies do not discriminate against Asian Americans. Report marks growing educational disadvantage for children of single-parent families. LSU has moved to holistic admissions, finding increased diversity and drawing some criticism. View the discussion thread. Google Tag Manager. Advertise About Contact Subscribe. Print This. Culture Change for Learning. By Richard P.

Keeling and Richard H. April 12, Reconstituting the Culture of Higher Education The current culture -- the shared norms, values, standards, expectations and priorities -- of teaching and learning in the academy is not powerful enough to support true higher learning. Bio Richard P. Read more by Richard P. Want to advertise? Click here. College Pages. Subscribe for free today. Featured college pages. Popular Right Now Advice to highly sensitive academics for avoiding burnout opinion What research tells us about using technology in the classroom opinion How to write an effective diversity statement essay Which is better -- reading in print or on-screen?

Colleges need a language shift, but not the one you think essay Students focus too much on grades to the detriment of learning essay Federal judge finds that Harvard's policies do not discriminate against Asian Americans Report marks growing educational disadvantage for children of single-parent families LSU has moved to holistic admissions, finding increased diversity and drawing some criticism.

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