Experts in the area of educational research have documented that
students can simultaneously possess alternate knowledge frameworks.
Furthermore, the development and use of such knowledge frameworks are
context dependent. John Heron, of University of Surrey provides
guidelines to transform attitudes towards learning in educational
institutions and society at large. Inspired by John Heron’s Research,
the author has generated DISCUSS to cultivate inspiration in the college
experience. In this presentation, the author presents an analysis of the
data he has collected and tries to draw conclusions as to how to improve
classroom teaching techniques. Directional: By providing direct guidance
and steering them in the appropriate direction. Informative: By giving
instruction and documenting necessary knowledge and information.
Supporting: By affirming the worth and value of student’s beliefs,
actions and qualities. Catalytic: By motivating and encouraging them to
learn and to move towards self-discovery. Uplifting: By enabling the
student to ease tension and to react to powerful emotions. Steering: By
means of creative feedback to challenging the student to rise to the
occasion. Stimulating: By asking the student to develop interesting
problem-solving methodologies. In this presentation, the author tries to
present a model analysis. Here, he tries to apply qualitative research
to establish and interpret a quantitative data representation.
References Gardner, Howard. Intelligence Reframed: Multiple
Intelligences for the 21st Century. New York: Basic, 2000. Barr, R. B.,
& Tagg, J. (1995, November/December). From teaching to learning: A new
paradigm for undergraduate education. Change: The Magazine of Higher
Education, 13-24. Saxe, S. (1990, June). Peer influence and learning.
Training and Development Journal, 42 (6), 50-53. Senge, P. M. (1990).
The fifth discipline: The art and practice of the learning organization.
New York: Currency Doubleday. Sims, R. R. (1992, Fall). Developing the
learning climate in public sector training programs. Public Personnel
Management, 21 (3), 335-346.