Embedded Files
LEARN LIKE A WRITER
Topic: Peer review lifelong learning
Effective lifelong learning reflections (pointers)
Address the criteria for lifelong learning.
Organize (frame) around principles/criteria. Let the "story" be your explanation and evidence. How would you describe the traits of a lifelong learner or the process (steps) that are transferrable? Ex: LL do what? know what? know how to what? It’s not just what you learn but how you learn, which isn't the same as how you learned it.
(11/5 group) Ex: Lifelong learners...Learn from their best teachers, know when to speak and when to listen, adapt and create, persist against mental blocks, create learning plans and apply them, create their own learning paths, and create their own learning experiences....
(11/7 2-3 group) Lifelong learners....Seek opportunities to educate others (JM), Learn from observing the strengths of others (TP), Reflect over and learn from past work experiences and look for opportunities to grow professionally (JM), Create their own learning paths (SP), Learn from and value their trials (RW), Appreciate cultural differences (MM), Initiate their own learning using the most strategic and accessible resources (AL), Identify experiences that changed their perspective in a meaningful way (RK), Take responsibility for their future and their perspective (RT), Consider how opposing viewpoints can elucidate complex topics (JP), Learn from the people around them (CC), Analyze why some leaders/teachers are effective and others aren’t, internalizing lessons to own leadership growth (MD)
(11/7 4:35-5:35) Lifelong learners... Include learning new things and their plans for doing so on their “bucket lists” (AM), Value continual practice needed to master something new (GB), Know how and when to ask for help and collaborate with others (CG), Value reading to broaden your perspective (MC), Are not satisfied with superficial explanations, but dig deep to understand why and how something happens or works (PS), Embrace things as they are instead of doting on how they should be (KM), Adjust to change and listen before they speak (SG), Cultivate higher-level thinking skills (RM), Manage their time wisely to accommodate multiple opportunities to learn (VZ), Develop frameworks for elucidating complex theories and advancing complex projects (BZ), Create their own learning plans (ML), Learn from their service projects about how helping others develops personal insights (TM), Hit the pause button to reflect on what they are learning (HN)
--Learn from their mistakes or from the mistakes of others
--Are resourceful
Lifelong learners look back. They analyze to determine the principle/takeaway/the “so what” of an experience? (Consider After Action Reviews and after-game debriefings). And they look forward (they project--now what? How will our analysis influence how we play the next game/opponent?)
When describing how something will transfer, avoid overgeneralizing. Show that you have carefully considered what the future expects from you.
Identify the process (steps) as well as the impact of applying the process on your future.
May include learning from the experiences of others. What have you learned or are you learning from others (knowledge)? What does this process look like (process)?
Lifelong learners take responsibility for their learning. Second years: review your learning agreement and 600 assignments.
Other
Explain (concisely!) the contexts for your experiences.
Include interesting, relevant titles: "For Rapid, Deep Learning, One Mouth is not Enough"--bookended with last line: “...let our motto be I regret I have but one mouth to give.”
Use subheadings that reinforce the sub-points.
Resources
Lifelong learning rubric
Peer review response form
Mentor text (chart)
Image credits: Purchased from iStock. 000037025442
Page updated
Google Sites
Report abuse