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Reflective Evaluation form questions. Learning Styles/Thinking Styles

Coursework Instructions:

Learning Styles/Thinking Styles
1. Scholars and critics have defined the humanities as the study of human achievements, life, and experiences. Briefly describe your experience studying the humanities in three activities/projects/papers (different classes, different experiences please.
Two paragraphs/each activity/project/paper. Please use the documents I’ve attached to help guide your responses. Think not only of the courses, but the thinking skills you have been using and continue to use.
Total 6 paragraphs (12 points)
2. Describe and give an example of how you or your group has used each of the thinking skills/processes listed below. One paragraph for each skill/process. I have attached a document from Janet Donald’s Learning to Think.
Please be specific to your project. These skills are about thinking not working together. You should use your memos, proposals, and decisions you or your group made that illustrate these thinking skills (BE SPECIFIC). (Two points per thinking skill/process, 12 pts.).
A. Description-identify the context of your project; describe the facts, conditions, functions, assumptions, and goals. Specific places where you had to describe.
B. Selection- choosing relevant information; ordering information or actions in importance; identifying critical elements and relationships between the critical elements. Specific places where you selected information or didn’t include something- specifically and why.
C. Representation- recognizing the organizing principles in your problem and your solution; illustrating problem and solution (creating icons, diagrams, using graphics you’ve found (will need to say and how it depicts or represents your work). Specific places where you’ve represented your project in metaphors, analogies, pictures, infographics, icons, etc.
D. Inference- hypothesizing due to past experience or evidence; suppose a solution or analysis of a problem based on a proposition; alter your view of the problem or solution from inferring through another source/experience/interaction (could be with partner/sponsor, could be from another classmate, etc.). Specific places you have inferred steps, evidence, actions to take.
E. Synthesis- joining together or working out parts into a whole; working out or expanding the steps to take toward a completed action (project). Specific places where you have connected parts of the project or proposal towards a goal
F. Verification- comparing knowledge to facts/evidence; looked at similarities/differences in past solutions, proposals, actions to your problem and how these differ from the project, proposal, action plans you are taking; how you’ve used feedback or confirmed results to change, modify, etc. your proposal, project, action plans
3. According to Mansilla, Dusinghaia, et al. “At the heart of any interdisciplinary integration lies an integrative device—for example, a metaphor, complex explanation, or bridging concept—that brings together disciplinary insights (344).”
If you could compare your project, implementing your project, trying to find a solution to your problem to something else- an animal, a machine, some kind of metaphor, what would it be and why? Three paragraphs (26 pts.). Be specific in your analysis of this metaphor/ concept/explanation.
Please let me know, if the additional information/clarification is needed.
Thank you.
Yalda Rawan

Coursework Sample Content Preview:

Learning Styles/Thinking Styles
Student’s Name
Institution
Learning Styles/Thinking Styles
The Study of Humanities
The study of humanities allows me to interpret the world in different ways and enable me to understand the world through different perspectives while still understanding the facts. The world is just not black and white; it is complicated and filled with every shade in between (Tuomela, 1995). My education on humanities gives me the power to understand another perspective even though I may not necessarily agree with it. It encourages me to reason to arrive at conclusions and not use emotions. It forces me to empathize with others even though we disagree and forces me to challenge my own beliefs. Regularly applying logic and reason to my decisions determines how I get along with others. It may change my mind, convince someone else or keep my own opinions.
The study of humanities plays an essential role in my personal development. The critical and creative thinking skills I learn through the studies of humanities create a basis for understanding human experience. For example, I have better insight into the ethical questions that define most cultural debates today. The study of humanities allows me to understand and appreciate other people’s cultures in a way that could not have been possible without the study. The critical thinking skills learned will help me in other courses such as sciences, technology, engineering and mathematics (STEM) (Bérubé & Nelson, 1995).
The study of humanities affects my values and how I choose to live. Studying other people’s achievements, life and experiences allows me to understand how to make choices when faced with similar or related situations. Without these studies and the stories in them, then the chances of failure are very high as it would make room for misguided opinions, flawed reasoning and shallow understanding of human issues in general. How I interact with technology is in some way guided by my study of humanities. I understand that my choices in the type of devices and how I use them affect how I interact with others and how I want others to see me, particularly in social media.
One area of study in humanities that caught my attention is motivation, particularly in the education environment. Learners react differently and the motivation of learning varies from one individual to another. It is important to understand the nature of motivation as it determines the intensity of the effort to learn and contributes to the desired outcome. Motivation and intelligence are the two major factors in school achievement (Wentzel & Miele, 2009). A student’s interests, wants and attitudes stimulate their actions and thought. Our project, DC Tutoring/Mentoring Initiative, bridges programs, volunteers, and schools so that every student in the District gets the additional support they deserve. Our goal is to provide a tutor/mentor for every student reading below grade level in DC. Therefore, an understanding of motivation on student performance is essential in undertaking this project.
Thinking Skills/Processes
Description: the first step of the project entailed preparing des...
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