Evaluate Your Learning Skills and Strengths

January 19, 2023

Evaluate Your Learning Skills and Strengths

Order Number	658866476556465
Type of Project	ESSAY/DISERTATION
Writer Level	PHD/MASTERS CERTIFIED
Format	APA/MLA/HARVARD/OXFORD
Academic Sources	10 -20
Page Count	4-8 PAGES

Instructions/Descriptions

Evaluate Your Learning Skills and Strengths

This unit we focused on learning, how we are constantly learning new things, how it is beneficial to have a growth mindset approach to learning, and how it is helpful to reflect on our strategies as a learner. As you reflect on these strategies, think about how you previously learned a new skill, subject, or process in an informal setting. When we often think of learning, we focus on formal settings–your high school classroom, an online class you took, military training, or a bootcamp for a certification exam. Informal learning experiences can teach us quite a bit, though. What strategies and approaches did you use in your informal learning experience? How can you apply those to learning new concepts and skills while you’re a student at University of Maryland Global Campus? Even if the university environment is new to you, you come to learning with skills, strengths, and strategies you can draw from to connect new knowledge to what you already know.

For example, think about how you learned to cook a new dish by following a recipe. Perhaps you first blocked out time to read the recipe all the way through, noting the ingredients and tools you would need to make the dish. When it came time to make the dish, you might have followed the recipe step by step, then asked your partner or a friend to taste it and share his or her opinion. Based on that feedback, you adjusted and customized the recipe. After that, you practiced making the dish several times, adding your own flavors and spices to perfect the recipe to your liking. Once you became familiar with the recipe, you may have progressed to making the dish from memory.

As a university student, you can apply this same learning process and strategy to your academics. Let’s look at the correlation between the two. When you’re learning a new concept or skill in one of your courses, first, set aside time in your schedule to learn. Next, read about the topic and take notes to deepen your understanding. Practice what you learned, maybe by using flashcards or completing a set of exercises. Next, share what you learned with others, such as your instructor or classmates, to get their feedback on your work and to enhance your learning from their input. Finally, practice a few more times until you can readily transfer what you learned to different contexts.

For this assignment, take some time to reflect on the following questions:

Consider an informal learning experience that was successful for you. What were you able to learn?

What did you do that helped you succeed in your learning? Consider two to three strategies that helped.

How would you apply those strategies to your classwork at University of Maryland Global Campus?

In one to two double-spaced pages provide your answers to the questions in a Word document. You may find the video, “PACE 111 Assignment 2″https://m.youtube.com/watch?v=ZRrlkG6R6O0

to be beneficial in helping you organize your assignment

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Evaluate Your Learning Skills and Strengths

RUBRIC

Excellent Quality

95-100%

Introduction

45-41 points

The context and relevance of the issue, as well as a clear description of the study aim, are presented. The history of searches is discussed.

Literature Support

91-84 points

The context and relevance of the issue, as well as a clear description of the study aim, are presented. The history of searches is discussed.

Methodology

58-53 points

With titles for each slide as well as bulleted sections to group relevant information as required, the content is well-organized. Excellent use of typeface, color, images, effects, and so on to improve readability and presenting content. The minimum length criterion of 10 slides/pages is reached.

Average Score

50-85%

40-38 points

More depth/information is required for the context and importance, otherwise the study detail will be unclear. There is no search history information supplied.

83-76 points

There is a review of important theoretical literature, however there is limited integration of research into problem-related ideas. The review is just partly focused and arranged. There is research that both supports and opposes. A summary of the material given is provided. The conclusion may or may not include a biblical integration.

52-49 points

The content is somewhat ordered, but there is no discernible organization. The use of typeface, color, graphics, effects, and so on may sometimes distract from the presenting substance. It is possible that the length criteria will not be reached.

Poor Quality

0-45%

37-1 points

The context and/or importance are lacking. There is no search history information supplied.

75-1 points

There has been an examination of relevant theoretical literature, but still no research concerning problem-related concepts has been synthesized. The review is just somewhat focused and organized. The provided overview of content does not include any supporting or opposing research. The conclusion has no scriptural references.

48-1 points

There is no logical or apparent organizational structure. There is no discernible logical sequence. The use of typeface, color, graphics, effects, and so on often detracts from the presenting substance. It is possible that the length criteria will not be reached.