Notes For Career Research Paper:
What type of education (training) do you have to have to become a pastor/minister?
Coleman, Joe: God raises up men from within His church who have proven themselves to be; "of good reputation, full of the Holy Spirit, (Born again, John 3:3) wisdom (in God's word, the Bible) who are appointed over the church business. Men that even though some may be perceived as "untrained and unlearned", have been with Jesus" (Acts 4:13)
Doub, Jim: Since being a "pastor" is a calling from God and not man, education, in the formal sense, is not a pre-requisite, however nearly all pastors I know have at least a B.A. and many have been through seminary. To be a pastor with Calvary Chapel requires an obvious calling of God and a recognition by the "church" of the call. I have a B.A. in Bible from Simpson Bible college but 90% of my training has been hearing the word through teaching and preaching in churches and personal study. There are denominations that require seminary and even a doctorate. That is not God's requirement. His requirement is that we have a personal relationship with Him through Jesus Christ (Romans 10:9-10).
Career Planner: Philosophy and Theology -- Knowledge of different philosophical systems and religions. This includes their basic principles, values, ethics, ways of thinking, customs, practices, and their impact on human culture.
Education and Training -- Knowledge of principles and methods for curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects.
Psychology -- Knowledge of human behavior and performance; individual differences in ability, personality, and interests; learning and motivation; psychological research methods; and the assessment and treatment of behavioral and affective disorders.
English Language -- Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.
Therapy and Counseling -- Knowledge of principles, methods, and procedures for diagnosis, treatment, and rehabilitation of physical and mental dysfunctions, and for career counseling and guidance.
Communications and Media -- Knowledge of media production, communication, and dissemination techniques and methods. This includes alternative ways to inform and entertain via written, oral, and visual media.
Michigan Department of Career Development: NOTE: A Certificate (program of up to one year of study beyond high school) or an Associate Degree (two years of study beyond high school) or a Bachelor's Degree (four years of study beyond high school) or a Master's Degree (five to six years of study beyond high school) or a Professional Degree or Doctorate (seven to ten years of study beyond high school) may qualify a person for this occupation.
The following education and preparation opportunities are helpful in preparing for occupations in the MOIScript:
***SCHOOL SUBJECTS***
0600 BUSINESS , 0700 CAREERS , 0800 CHOIR , 0900 COMMUNICATIONS , 1300 ENGLISH , 1600 FOREIGN LANGUAGE , 1900 HISTORY , 2000 LIFE MANAGEMENT , 2100 LITERATURE , 2200 MATH , 2400 MUSIC , 2800 PUBLIC SPEAKING , 3000 SOCIAL STUDIES , 3100 STUDY & WORK OPTIONS
***VOCATIONAL EDUCATION PROGRAMS***
There are no Vocational Education Programs related to this MOIScript
***POSTSECONDARY PROGRAMS***
154 RELIGION & THEOLOGY
Programs in Religion and Theology provide opportunities to gain the knowledge and skills necessary to assist others with their religious needs. Programs are related to the beliefs and practices of a religious faith or denomination and differ in length depending upon the faith the student Schools to study. Individuals who teach Religion and Theology at the secondary school level must have a Michigan Teaching Certificate.
Courses within programs will vary but may include:
English
Law & Writing of the Old Testament
History
Aircraft Pilot Training
Philosophy
Christianity, Islam, & Judaism
Foreign Language
New Testament
Introduction to Religion
World Religions
Teaching, Ministry, Counseling
What are the working conditions (duties) for this job?
Coleman, Joe: The working conditions and duties of a pastor are actually two different
subjects;
A) Working conditions have no boundaries. 7 days a week, 24 hours a day, wherever Jesus leads us. Whenever there are needs in the flock of God.
B) The duties) of the pastor are to "feed His sheep" (John 21:15) To love, tend, nurture His sheep, and equip them for the work of the ministry,
for the edifying of the body of Christ. (Eph 4:12) Ministry is not a job, it is a calling. (1 Tim 2:7)
Doub, Jim: As an assistant pastor I am to "assist" the pastor in any way he needs. This includes teaching or preaching when he needs or is away; teaching in other venues i.e., nursing homes and missions. I visit those who are ill or in need in their homes or hospitals, visit and or call the elderly and widows, help the elderly with financial and physical needs. I spend as much time as possible studying the Bible for my own personal growth and to be able to teach others; to make sure the church building is ready for services on Sunday and Wednesday. I attend Elders meetings and do the work of a financial officer of the church. Counseling is another part of the ministry of any pastor. It is my job to take care of making sure the church has adequate insurance. In other words anything the Senior Pastor or the secretary don't do, I do. It is a joy to serve!
Career Planner: Establishing and Maintaining Interpersonal Relationships -- Developing constructive and cooperative working relationships with others, and maintaining them over time.
Assisting and Caring for Others -- Providing personal assistance, medical attention, emotional support, or other personal care to others such as coworkers, customers, or patients.
Interpreting the Meaning of Information for Others -- Translating or explaining what information means and how it can be used.
Organizing, Planning, and Prioritizing Work -- Developing specific goals and plans to prioritize, organize, and accomplish your work.
Performing for or Working Directly with the Public -- Performing for people or dealing directly with the public. This includes serving customers in restaurants and stores, and receiving clients or guests.
Provide Consultation and Advice to Others -- Providing guidance and expert advice to management or other groups on technical, systems-, or process-related topics.
Training and Teaching Others -- Identifying the educational needs of others, developing formal educational or training programs or classes, and teaching or instructing others.
Communicating with Persons Outside Organization -- Communicating with people outside the organization, representing the organization to customers, the public, government, and other external sources. This information can be exchanged in person, in writing, or by telephone or e-mail.
Communicating with Supervisors, Peers, or Subordinates -- Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
Getting Information -- Observing, receiving, and otherwise obtaining information from all relevant sources.
Michigan Department of Career Development: Working conditions for members of the clergy depend on the type of work they do. Most Clergy work under little supervision and plan their schedules according to the needs of their congregations. Some serve large congregations that may be more structured. Clergy members serving large congregations may work as, or with assistants. Clergy who teach generally work under a limited amount of supervision. Those private organizations may be supervised by others or may supervise others.
Physical surroundings vary widely. Clergy members may serve large congregations housed in well-equipped buildings or may serve very small or new congregations housed in limited facilities. In rural areas, Clergy members may serve two or more congregations. Some of their time is spent in quiet studies, offices, or libraries to prepare sermons or public speeches. Also, they may visit people in their homes, hospitals, prisons, and various other places where conditions may be depressing. In emergencies, Clergy may be required to go out during all kinds of weather. They may work in the country, suburbs, and cities as well as undeveloped areas of foreign countries.
Clergy members may work long and irregular schedules. Pastors, ministers, and rabbis may be called at any time of the day or night to respond to situations such as medical emergencies or personal problems. They may be called back from vacations and holidays. Work weeks of 50 to 80 hours are not uncommon. Clergy who work for governmental institutions, private organizations, or educational institutions may have more regular schedules. Seasonal peaks in the workload for Clergy occur during the holy days of each religion. Some Clergy members are reassigned by a central body to a new congregation every few years.
You Should Prefer:
Activities which are religious
Activities which require you to be committed to your beliefs
Activities which require you to be loyal, dedicated, and sincere
Activities involving working with and teaching people
Activities which deal with people in times of joy and sorrow
You Should Be Able To:
Understand the meanings and relationships of words
Communicate your ideas to people orally and in writing
Listen to people with interest and concern
Plan, direct, and control activities that affect many people
Make decisions based on personal judgment
Math Problem You Should Be Able to Solve:
You are teaching a bible study and you are covering the new testament. Create a time line covering the new testament in ten year intervals to further explain this time period.
Reading Example You Should Be Able to Read and Comprehend:
May need to read and understand terminology in scripture from the Bible.
"Then Boaz announced to the elders and all the people, "Today you are witnesses that I have bought from Naomi all the property of Elimelech, Kilion, and Mahlon."
Writing Example You Should Be Able to Produce:
Prepare a sermon explaining Luke 6.
Thinking Skill You Should Be Able to Demonstrate:
You need to be able to relate to the emotions and feelings of the individuals of the church by thinking of the best way to express the ideas and concepts of your religion.
Ordination is usually required before being allowed to become a practicing Clergy Member. Some religions demand that Clergy Members have few personal possessions and that they live in poverty. Depending upon denomination, some Clergy promise celibacy and do not marry. Experience as an assistant may be required before being allowed to take charge of a congregation. Clergy members are expected to be models of moral and ethical conduct.
What is the general starting and maximum salary and what benefits are there?
Coleman, Joe: When God calls a pastor, He equips him, guides him and provides for him in many ways. In some instances, there is a "starting salary", but not
always. There are times when a pastor has to roll up his sleeves and work, just as the apostle Paul did as a tent maker. Other times God gives the minister his daily bread, and the pastor must rely on God for his daily provision." Where God guides, God provides,." Even as David wrote in Psalm 37 the Lord never forsakes His people. Ministry is not a place to get rich, but a place to enrich the lives of others. I do believe there is a "maximum salary." And that it is important not live above the income level of the people or culture in which you live, as to be a stumbling block to them. Everything Jesus had here on earth was borrowed,. From the fishes and loaves He received from a little lad, to the tunic which He wore. From the pillow upon which He laid His head, to the tomb in which He was buried. This earth was not His home, nor is it ours who belong to Him. (John 14:2,3)
Doub, Jim: The salary of a local pastor in Calvary Chapel is determined by the Board of Elders. When starting a new ministry a pastor will often work outside in a "secular" job to pay his way until the church has grown financially to the point it can afford a full time paid minister. The board usually tries to pay the pastor enough so that the church is not a financial burden but he should never be paid in such a way as to be seen as "fleecing" the flock. (I Timothy 5:17-18)
Career Planner: Doesn’t say
Michigan Department of Career Development: Earnings for Clergy Members depend on the particular denomination, the size and financial status of the individual congregation, or the type of organization for which they work. The age, experience, learning, and reputation of the individual also affects income. Some Clergy Members keep no income if they take a vow of poverty. Any money they receive is given to support their institutions or orders. Others serve congregations with tight budgets and earn most, if not all, of their income from employment in secular occupations. Clergy working in the armed forces, in government institutions, in education, counseling, medicine, politics, or in other professions may receive the same pay as that of lay people doing the same job.
Nationally, the median annual salary for all Clergy Members in 1998 was $30,836. According to a 1999 survey of several denominations, senior pastors/priests earned (includes housing and utilities):
DENOMINATION
AVERAGE SALARY:
Roman Catholic: $22,141
Episcopal: $68,054
Lutheran: $58,753
Methodist: $67,202
Presbyterian: $66,532
Non denominational/Independent: $72,454
Clergy members employed by universities and colleges as directors of campus ministries in the 1998-99 school year had median annual salaries of $40,000.
Nationally, (1999), starting salaries for Rabbis averaged $60,000 annually. Pay in the largest congregations may reach over $200,000+ annually. Orthodox rabis tend to earn less.
In Michigan, the annual salaries of experienced Protestant Ministers ranged from about $18,294 to $147,590 in 1999. This included housing and utilities. Those who led large congregations had much higher earnings. In Michigan, chaplains who worked for hospitals in 1999 had average incomes of $34,200 per year, with those working in Detroit area hospitals averaging $33,800 per year.
Ordained Catholic Priests working in the North Central states, which include Michigan, received annual salaries (early 1999) from $8,752 to $40,065.
Clergy members employed by the state of Michigan in mid 1999 had annual earnings from $29,390 to $42,411.
In addition to salaries, Clergy often receive other types of compensation. They often receive fees for performing religious ceremonies associated with birth, marriage, and death. According to current Federal and State Income Tax laws, much of their income is tax exempt.
Most Clergy Members are supplied with either living quarters or a housing allowance by their congregations. Utility bills may be paid and car or travel expenses may be reimbursed. Paid vacations of 2 to 4 weeks are usually granted. Almost all Clergy Members receive paid life, health, dental and disability insurance. In addition, educational leave and retirement benefits may be partially paid.
Experience is usually the most important requirement for advancement, although education is also important for those working in areas such as counseling. Advancement for Clergy usually is in the form of increased responsibility. Clergy Members working for social and welfare organizations may become administrators or program directors. A few Clergy may advance to administrative positions within individual religious orders.
What is the job outlook (The future availability of this job)?
Coleman, Joe: The future which this job holds is Heavenly. The benefits are eternal.
No one can break in and steal a pastors retirement . The pastor's "Futures
and Securities" are in Heaven. There is a crown awaiting him which is
imperishable. There will be people in Heaven who have heard of the wonderful
grace, love, mercy and forgiveness of Jesus through the preaching of the
Gospel by God's servant. Jesus has allowed us to point people to Him. There
will be no more tears, no more pain and no more sorrow there. And we will
"dwell in the House of the Lord forever." (Psalm 23:6) Best of all will be
to hear the words of Jesus as He says "Well done good and faithful servant, enter into My rest." (Matt. 25:21) "The greatest in the Kingdom of Heaven is the servant of all."...........Jesus A true pastor is just that, a servant. Matthew 20:26-28
Doub, Jim: Until the Lord takes us "home" we are here to serve! There will always be a place to serve Him! This is not like working for the telephone company, which I did for 30 years, it is up to God when a person should step down from the full time ministry but serving nevers ends.
Career Planner: Doesn’t say.
Michigan Department of Career Development: Nationally, there were about 208,100 Clergy employed in 1996. The employment of Clergy Members is expected to increase about as fast as the average for all occupations through the year 2006.
There will be keen competition for Clergy positions in most established Protestant congregations. Favorable employment opportunities are expected for Rabbis, especially for those who seek work in congregations particularly in small communities and with large groups of retirees. The Catholic Church, however, is actively recruiting candidates for the priesthood. This is due to declining enrollment in Roman Catholic seminaries along with an increase in the total Catholic population. Clergy members willing to work in rural areas should have relatively favorable employment opportunities.
About 3,725 Clergy are employed in Michigan. Most worked in urban areas. Most served individual congregations while some taught at colleges, universities, seminaries, or denominational schools; were administrators of churches, mosques, or synagogues, related orphanages, hospitals, and social agencies, worked in the military, prisons, or hospitals.
Employment of Clergy in Michigan is expected to grow about as fast as the average for all occupations through the year 2005. An average of 130 annual openings is expected, with 60 due to growth and 70 due to replacement of clergy who retire, die or leave the active ministry for other reasons. Additional openings may occur as Clergy members change positions or occupations. However, the demand for Roman Catholic Priests is expected to remain high as shortages of clergy in this religion continue.
More women are entering the Clergy. Over 80 Denominations currently accept women as clergy members.
Friday, May 1, 2009
Monday, April 20, 2009
Definition and Career Research Essays
Remember everyone that our Definition Essay is due next week (APRIL 25).
For the Career Research Essay:
4 pages typed, Career Research
Get 1 book (Look at #1 of the paper Mr. Murphy handed out to everyone).
(Look at #3 of the paper Mr. Murphy handed out to everyone) Duties, education, and job outlook of _________ profession.
(Look at #4 of the paper Mr. Murphy handed out to everyone) Author # -- (Person’s last name then page #) or (Par. #)
Give title of document if no name.
Second date is the date that you looked it up/printed it.
Duble space, intent
Go to: www.bls.gov
-- Scroll down to “Occupations” link on left side (almost to bottom)
-- Click Occupational Outlook Handbook from box that will pop up.
-- Search for the job you want to research in the “Search OOH” box (Left side of screen between links)
For the Career Research Essay:
4 pages typed, Career Research
Get 1 book (Look at #1 of the paper Mr. Murphy handed out to everyone).
(Look at #3 of the paper Mr. Murphy handed out to everyone) Duties, education, and job outlook of _________ profession.
(Look at #4 of the paper Mr. Murphy handed out to everyone) Author # -- (Person’s last name then page #) or (Par. #)
Give title of document if no name.
Second date is the date that you looked it up/printed it.
Duble space, intent
Go to: www.bls.gov
-- Scroll down to “Occupations” link on left side (almost to bottom)
-- Click Occupational Outlook Handbook from box that will pop up.
-- Search for the job you want to research in the “Search OOH” box (Left side of screen between links)
Friday, April 17, 2009
Read, Sleep, Then To C.O.D.
Going to read my Bible and then going to bed because it's 2am and I need to get up and go to C.O.D. in the morning to have a second tutor look at my Definition Essay before Saturday.
A Just Random Note
I can't believe how fast the semester has gone by, it seems like it just started and already we are wrapping up the semester. My first semester has been very pleasant. My first two teachers that I have had in college have been wonderful. I like them, they each great, and really want us to learn the material. I am looking forward to future classes and more learning.
Finished Definition Essay
Joshua Cotteen
Professor Murphy
English 051
Definition Essay
18 April 2009
Which Style Do You Use To Learn?
Contrary to what people think, everyone does learn differently. Each person has to use a different learning style such as, hearing the teaching, reading the material, learn from talking about the material with other students, and seeing the lecture on the dry erase-board. Some people even have to use more than one learning style to understand the material. Some people are creative thinkers and these type of people will learn differently than those who are more logical thinkers. Teachers and students both need to know about the different learning styles in order for a student to learn the most at school.
In contrast to having several learning styles, some say that people do not learn in different styles, but rather, people learn in the same way and in so making everyone into one mold. They say if a person doesn’t learn the way they say a person should, then the person has a learning disability. If you do not understand the material the way the school says a person has to learn it than there’s something is wrong with you. If you take a test and do poorly then it has to be that you don’t know the material and something must be something wrong with you.
According to David Kolb, people develop preferences for different learning styles in the same way that they develop any other sort of style, for example: management, leadership, negotiating, etc (Par. 1). He found that the four combinations of perceiving and processing determine the four learning styles. The learning cycle involves four processes that must be present for learning to occur: 1) Activist - Active Experimentation (simulations, case study, homework); Training approach - Problem solving, small group discussions, peer feedback, and homework all helpful, 2) Reflector - Reflective Observation (logs, journals, brainstorming); Training approach - Lectures are helpful; trainer should provide expert interpretation, 3) Theorist - Abstract Conceptualization (lecture, papers, analogies); Training approach - Case studies, theory readings and thinking alone helps; almost everything else, including talking with experts, is not helpful, 4) Pragmatist - Concrete Experience (laboratories, field work, observations); Training approach - Peer feedback is helpful; activities should apply skills; trainer is coach/helper for a self-directed autonomous learner (Par. 2), this information can be found at David Kolb’s webpage.
Dr. Rita Dunn and Dr. Kenneth Dunn define learning styles, in an article Dunn and Dunn, as the way in which an individual learner begins to concentrate on, process, and retain new difficult material. It is a combination of many biological and experiential characteristics that work on their own or together as a unit to contribute to learning. This interaction with new information is unique for each individual (Par. 1). The Dunn and Dunn Learning Style Model contains five variables that affect learners and their ability to learn. Since learners are affected by their immediate environment, own emotionality, sociological preferences, physiological characteristics, and processing inclinations, these variables must be considered when creating instruction that is effective for individual learners. Individual learning styles make identical instruction effective for some students and ineffective for others (Par. 2). Since the learning style factors identified by Dunn and Dunn are conditions external to the learner, they have a greater effect on external instructional conditions rather than the learner’s internal learning strategies. The structure of the learning environment and the sequencing and introduction of instruction should be matched to each individual child’s learning style. Research has also shown that higher grade point averages are achieved when there is a close match between students’ learning styles and their teachers’ teaching styles (Par. 4). Further studies have revealed that when students’ characteristics were accommodated by an instructional process that was responsive to their learning style, achievement scores could be expected to be seventy-five percent of one standard deviation higher than for students whose learning styles weren’t accommodated. Given the attention to failing and poorly achieving students in the United States, accommodating individual learning styles has important implications for our educational system (Shaughnessy, 1998) (Par. 5).
I have found right in my own family that each person has a different style of learning. My mother has to hear the material, she has to read the material out loud and then will understand it. My sister-in-law also learns by hearing the material, she learns by going to the lectures and hearing the teacher explain the material. My brother is visual, he can go to lectures and then can just close his eyes and see the board when taking a test. My father uses multiple learning styles, he reads the material, touches the bones (he’s going through class that will go towards medical classes) and then makes an outline of the chapter to learn the material. I myself also have to use multiple styles of learning, I have to go to the lectures and listen/watch the teacher explain the material and then read the material myself to understand it.
Kolb, the Dunns, and myself all show that everyone has a different learning style that we need to allow to be used for the student to get the best learning. People develop different learning styles and preferences such as my family has shown.
In conclusion, my family members are a perfect example of Dunn and Dunn’s teachings of the learning styles as the way a learner begins to concentrate on, process, and retain new and difficult material. Everyone needs to use a different style of learning and schools have to start realizing this. Unfortuently there are still schools, including colleges, that have not come to this understanding and still believe that if you don’t learn by listening to the lecture and understand it, then there must be something wrong with you. In reality, there isn’t anything wrong with the person, we just learn differently.
Professor Murphy
English 051
Definition Essay
18 April 2009
Which Style Do You Use To Learn?
Contrary to what people think, everyone does learn differently. Each person has to use a different learning style such as, hearing the teaching, reading the material, learn from talking about the material with other students, and seeing the lecture on the dry erase-board. Some people even have to use more than one learning style to understand the material. Some people are creative thinkers and these type of people will learn differently than those who are more logical thinkers. Teachers and students both need to know about the different learning styles in order for a student to learn the most at school.
In contrast to having several learning styles, some say that people do not learn in different styles, but rather, people learn in the same way and in so making everyone into one mold. They say if a person doesn’t learn the way they say a person should, then the person has a learning disability. If you do not understand the material the way the school says a person has to learn it than there’s something is wrong with you. If you take a test and do poorly then it has to be that you don’t know the material and something must be something wrong with you.
According to David Kolb, people develop preferences for different learning styles in the same way that they develop any other sort of style, for example: management, leadership, negotiating, etc (Par. 1). He found that the four combinations of perceiving and processing determine the four learning styles. The learning cycle involves four processes that must be present for learning to occur: 1) Activist - Active Experimentation (simulations, case study, homework); Training approach - Problem solving, small group discussions, peer feedback, and homework all helpful, 2) Reflector - Reflective Observation (logs, journals, brainstorming); Training approach - Lectures are helpful; trainer should provide expert interpretation, 3) Theorist - Abstract Conceptualization (lecture, papers, analogies); Training approach - Case studies, theory readings and thinking alone helps; almost everything else, including talking with experts, is not helpful, 4) Pragmatist - Concrete Experience (laboratories, field work, observations); Training approach - Peer feedback is helpful; activities should apply skills; trainer is coach/helper for a self-directed autonomous learner (Par. 2), this information can be found at David Kolb’s webpage.
Dr. Rita Dunn and Dr. Kenneth Dunn define learning styles, in an article Dunn and Dunn, as the way in which an individual learner begins to concentrate on, process, and retain new difficult material. It is a combination of many biological and experiential characteristics that work on their own or together as a unit to contribute to learning. This interaction with new information is unique for each individual (Par. 1). The Dunn and Dunn Learning Style Model contains five variables that affect learners and their ability to learn. Since learners are affected by their immediate environment, own emotionality, sociological preferences, physiological characteristics, and processing inclinations, these variables must be considered when creating instruction that is effective for individual learners. Individual learning styles make identical instruction effective for some students and ineffective for others (Par. 2). Since the learning style factors identified by Dunn and Dunn are conditions external to the learner, they have a greater effect on external instructional conditions rather than the learner’s internal learning strategies. The structure of the learning environment and the sequencing and introduction of instruction should be matched to each individual child’s learning style. Research has also shown that higher grade point averages are achieved when there is a close match between students’ learning styles and their teachers’ teaching styles (Par. 4). Further studies have revealed that when students’ characteristics were accommodated by an instructional process that was responsive to their learning style, achievement scores could be expected to be seventy-five percent of one standard deviation higher than for students whose learning styles weren’t accommodated. Given the attention to failing and poorly achieving students in the United States, accommodating individual learning styles has important implications for our educational system (Shaughnessy, 1998) (Par. 5).
I have found right in my own family that each person has a different style of learning. My mother has to hear the material, she has to read the material out loud and then will understand it. My sister-in-law also learns by hearing the material, she learns by going to the lectures and hearing the teacher explain the material. My brother is visual, he can go to lectures and then can just close his eyes and see the board when taking a test. My father uses multiple learning styles, he reads the material, touches the bones (he’s going through class that will go towards medical classes) and then makes an outline of the chapter to learn the material. I myself also have to use multiple styles of learning, I have to go to the lectures and listen/watch the teacher explain the material and then read the material myself to understand it.
Kolb, the Dunns, and myself all show that everyone has a different learning style that we need to allow to be used for the student to get the best learning. People develop different learning styles and preferences such as my family has shown.
In conclusion, my family members are a perfect example of Dunn and Dunn’s teachings of the learning styles as the way a learner begins to concentrate on, process, and retain new and difficult material. Everyone needs to use a different style of learning and schools have to start realizing this. Unfortuently there are still schools, including colleges, that have not come to this understanding and still believe that if you don’t learn by listening to the lecture and understand it, then there must be something wrong with you. In reality, there isn’t anything wrong with the person, we just learn differently.
Saturday, April 4, 2009
Definition Essay: Which Style Do You Use To Learn?
Joshua Cotteen
Professor Murphy
English 051
Definition Essay
4 April 2009
Which Style Do You Use To Learn?
Contrary to what people think, everyone does learn differently. Each person has to use a different learning style such as, hearing the teaching, reading the material, learn from talking about the material with other students, and seeing the lecture on the dry erase-board. Some people even have to use more then one learning style to understand the material. Some people are creative thinkers and these type of people will learn differently than those who are more logical thinkers. Teachers and students both need to know about the different learning styles in order for a student to learn the most at school.
In contrast to having several learning styles, some say that people don’t learn in different styles, but rather, people learn in the same way and in so making everyone into one mold. They say if a person doesn’t learn the way they say a person should, then the person has a learning disability. If you don’t understand the material the way the school says a person has to learn it than there’s something is wrong with you. If you take a test and do poorly then it has to be that you don’t know the material and something must be something wrong with you.
According to David Kolb, people develop preferences for different learning styles in the same way that they develop any other sort of style, for example: management, leadership, negotiating, etc (1). He found that the four combinations of perceiving and processing determine the four learning styles. The learning cycle involves four processes that must be present for learning to occur: 1) Activist - Active Experimentation (simulations, case study, homework); Training approach - Problem solving, small group discussions, peer feedback, and homework all helpful, 2) Reflector - Reflective Observation (logs, journals, brainstorming); Training approach - Lectures are helpful; trainer should provide expert interpretation, 3) Theorist - Abstract Conceptualization (lecture, papers, analogies); Training approach - Case studies, theory readings and thinking alone helps; almost everything else, including talking with experts, is not helpful, 4) Pragmatist - Concrete Experience (laboratories, field work, observations); Training approach - Peer feedback is helpful; activities should apply skills; trainer is coach/helper for a self-directed autonomous learner (2) (http://www.skagitwatershed.org/~donclark/hrd/history/kolb.html).
Dr. Rita Dunn and Dr. Kenneth Dunn define learning styles, in an article Dunn and Dunn, as the way in which an individual learner begins to concentrate on, process, and retain new difficult material. It is a combination of many biological and experiential characteristics that work on their own or together as a unit to contribute to learning. This interaction with new information is unique for each individual (1). The Dunn and Dunn Learning Style Model contains five variables that affect learners and their ability to learn. Since learners are affected by their immediate environment, own emotionality, sociological preferences, physiological characteristics, and processing inclinations, these variables must be considered when creating instruction that is effective for individual learners. Individual learning styles make identical instruction effective for some students and ineffective for others (2). Since the learning style factors identified by Dunn and Dunn are conditions external to the learner, they have a greater effect on external instructional conditions rather than the learner’s internal learning strategies. The structure of the learning environment and the sequencing and introduction of instruction should be matched to each individual child’s learning style. Research has also shown that higher grade point averages are achieved when there is a close match between students’ learning styles and their teachers’ teaching styles (4). Further studies have revealed that when students’ characteristics were accommodated by an instructional process that was responsive to their learning style, achievement scores could be expected to be seventy-five percent of one standard deviation higher than for students whose learning styles weren’t accommodated. Given the attention to failing and poorly achieving students in the United States, accommodating individual learning styles has important implications for our educational system (Shaughnessy, 1998) (5).
I have found right in my own family that each person has a different style of learning. My mother has to hear the material, she has to read the material out loud and then will understand it. My sister-in-law also learns by hearing the material, she learns by going to lecture and hearing the teacher explain the material. My brother is visual, he can go to lectures and then can just close his eyes and see the board when taking a test. My father uses multiple learning styles, he reads the material, touch the bones (he’s going through class that will go towards medical classes) and then makes an outline of the chapter to learn the material. I myself also have to use multiple styles of learning, I have to go to the lectures and listen/watch the teacher explain the material and then read the material myself to understand it.
Kolb, the Dunns, and myself all show that everyone has a different learning style that we need to allow to be used for the student to get the best learning. People develop learning styles and preferences such as my family has shown.
In conclusion, my family members are a perfect example of Dunn and Dunn’s teachings of the learning styles as the way a learner begins to concentrate on, process, and retain new difficult material and. Everyone needs to use a different style of learning and schools have to start realizing this. Unfortuently there are still schools, including colleges, that have not come to this understanding and still believe that if you don’t learn by listening to the lecture and understand it, then there must be something wrong with you. In reality, there isn’t anything wrong with the person, we just learn differently.
Works Cited*
Hinson, Melanie. Dunn and Dunn Learning Style Synopsis
Professor Murphy
English 051
Definition Essay
4 April 2009
Which Style Do You Use To Learn?
Contrary to what people think, everyone does learn differently. Each person has to use a different learning style such as, hearing the teaching, reading the material, learn from talking about the material with other students, and seeing the lecture on the dry erase-board. Some people even have to use more then one learning style to understand the material. Some people are creative thinkers and these type of people will learn differently than those who are more logical thinkers. Teachers and students both need to know about the different learning styles in order for a student to learn the most at school.
In contrast to having several learning styles, some say that people don’t learn in different styles, but rather, people learn in the same way and in so making everyone into one mold. They say if a person doesn’t learn the way they say a person should, then the person has a learning disability. If you don’t understand the material the way the school says a person has to learn it than there’s something is wrong with you. If you take a test and do poorly then it has to be that you don’t know the material and something must be something wrong with you.
According to David Kolb, people develop preferences for different learning styles in the same way that they develop any other sort of style, for example: management, leadership, negotiating, etc (1). He found that the four combinations of perceiving and processing determine the four learning styles. The learning cycle involves four processes that must be present for learning to occur: 1) Activist - Active Experimentation (simulations, case study, homework); Training approach - Problem solving, small group discussions, peer feedback, and homework all helpful, 2) Reflector - Reflective Observation (logs, journals, brainstorming); Training approach - Lectures are helpful; trainer should provide expert interpretation, 3) Theorist - Abstract Conceptualization (lecture, papers, analogies); Training approach - Case studies, theory readings and thinking alone helps; almost everything else, including talking with experts, is not helpful, 4) Pragmatist - Concrete Experience (laboratories, field work, observations); Training approach - Peer feedback is helpful; activities should apply skills; trainer is coach/helper for a self-directed autonomous learner (2) (http://www.skagitwatershed.org/~donclark/hrd/history/kolb.html).
Dr. Rita Dunn and Dr. Kenneth Dunn define learning styles, in an article Dunn and Dunn, as the way in which an individual learner begins to concentrate on, process, and retain new difficult material. It is a combination of many biological and experiential characteristics that work on their own or together as a unit to contribute to learning. This interaction with new information is unique for each individual (1). The Dunn and Dunn Learning Style Model contains five variables that affect learners and their ability to learn. Since learners are affected by their immediate environment, own emotionality, sociological preferences, physiological characteristics, and processing inclinations, these variables must be considered when creating instruction that is effective for individual learners. Individual learning styles make identical instruction effective for some students and ineffective for others (2). Since the learning style factors identified by Dunn and Dunn are conditions external to the learner, they have a greater effect on external instructional conditions rather than the learner’s internal learning strategies. The structure of the learning environment and the sequencing and introduction of instruction should be matched to each individual child’s learning style. Research has also shown that higher grade point averages are achieved when there is a close match between students’ learning styles and their teachers’ teaching styles (4). Further studies have revealed that when students’ characteristics were accommodated by an instructional process that was responsive to their learning style, achievement scores could be expected to be seventy-five percent of one standard deviation higher than for students whose learning styles weren’t accommodated. Given the attention to failing and poorly achieving students in the United States, accommodating individual learning styles has important implications for our educational system (Shaughnessy, 1998) (5).
I have found right in my own family that each person has a different style of learning. My mother has to hear the material, she has to read the material out loud and then will understand it. My sister-in-law also learns by hearing the material, she learns by going to lecture and hearing the teacher explain the material. My brother is visual, he can go to lectures and then can just close his eyes and see the board when taking a test. My father uses multiple learning styles, he reads the material, touch the bones (he’s going through class that will go towards medical classes) and then makes an outline of the chapter to learn the material. I myself also have to use multiple styles of learning, I have to go to the lectures and listen/watch the teacher explain the material and then read the material myself to understand it.
Kolb, the Dunns, and myself all show that everyone has a different learning style that we need to allow to be used for the student to get the best learning. People develop learning styles and preferences such as my family has shown.
In conclusion, my family members are a perfect example of Dunn and Dunn’s teachings of the learning styles as the way a learner begins to concentrate on, process, and retain new difficult material and. Everyone needs to use a different style of learning and schools have to start realizing this. Unfortuently there are still schools, including colleges, that have not come to this understanding and still believe that if you don’t learn by listening to the lecture and understand it, then there must be something wrong with you. In reality, there isn’t anything wrong with the person, we just learn differently.
Works Cited*
Hinson, Melanie. Dunn and Dunn Learning Style Synopsis
Friday, April 3, 2009
A rough daft....
Contrary to what people think, everyone does learn differently. Each person has to use a different learning style such as, hearing the teaching, reading the material, learn from talking about the material with other students, and seeing the lecture on the dry erase-board. Some people even have to use more then one sense to understand material. Some people are creative thinkers and these type of people will learn differently than those who are more logical thinkers.
In contrast to having several learning styles, some say that people don’t learn in different styles, but rather, people learn in the same way and in so making everyone into one mode, then if you don’t learn that way they label you as someone with a learning disability. If you don’t understand the material the way the school says you have to learn it than there’s something wrong with you. If you take a test and do poorly then it has to be that you don’t know the material and something must be something wrong with you.
According to David Kolb, people develop preferences for different learning styles in the same way that they develop any other sort of style, for example: management, leadership, negotiating, etc He found that the four combinations of perceiving and processing determine the four learning styles. The learning cycle involves four processes that must be present for learning to occur: 1) Activist - Active Experimentation (simulations, case study, homework); Training approach - Problem solving, small group discussions, peer feedback, and homework all helpful, 2) Reflector - Reflective Observation (logs, journals, brainstorming); Training approach - Lectures are helpful; trainer should provide expert interpretation, 3) Theorist - Abstract Conceptualization (lecture, papers, analogies); Training approach - Case studies, theory readings and thinking alone helps; almost everything else, including talking with experts, is not helpful, 4) Pragmatist - Concrete Experience (laboratories, field work, observations); Training approach - Peer feedback is helpful; activities should apply skills; trainer is coach/helper for a self-directed autonomous learner.
Dr. Rita Dunn and Dr. Kenneth Dunn define learning style as the way in which an individual learner begins to concentrate on, process, and retain new difficult material. It is a combination of many biological and experiential characteristics that work on their own or together as a unit to contribute to learning. This interaction with new information is unique for each individual. The Dunn and Dunn Learning Style Model contains five variables that affect learners and their ability to learn. Since learners are affected by their immediate environment, own emotionality, sociological preferences, physiological characteristics, and processing inclinations, these variables must be considered when creating instruction that is effective for individual learners. Individual learning styles make identical instruction effective for some students and ineffective for others. Since the learning style factors identified by Dunn and Dunn are conditions external to the learner, they have a greater effect on external instructional conditions rather than the learner’s internal learning strategies. The structure of the learning environment and the sequencing and introduction of instruction should be matched to each individual child’s learning style. Research has also shown that higher grade point averages are achieved when there is a close match between students’ learning styles and their teachers’ teaching styles. Further studies have revealed that when students’ characteristics were accommodated by an instructional process that was responsive to their learning style, achievement scores could be expected to be seventy-five percent of one standard deviation higher than for students whose learning styles weren’t accommodated. Given the attention to failing and poorly achieving students in the United States, accommodating individual learning styles has important implications for our educational system (Shaughnessy, 1998).
I have found right in my own family that each person has a different style of learning. My mother has to hear the material, she has to read the material out loud and then will understand it. My brother is visual, he can go to lectures and then can just close his eyes and see the board when taking a test. My father uses multiple learning styles, he reads the material, touch the bones (he’s going through class that will go towards medical classes) and then makes an outline of the chapter to learn the material. I myself also have to use multiple styles of learning, I have to go to the lectures and listen/watch the teacher explain the material and then read the material myself to understand it.
The three of us show that everyone has a different learning style that we need to use. ?? ??.
In conclusion, Dr. ??? and myself show ????. Everyone needs to use a different style of learning and schools have to start realizing this. Unfortuently there are still schools (Including colleges) that haven’t come to this understanding and still believe that if you don’t learn by listening to the lecture and understand it, there must be something wrong with you. In reality, there isn’t anything wrong with the person, we just learn differently.
In contrast to having several learning styles, some say that people don’t learn in different styles, but rather, people learn in the same way and in so making everyone into one mode, then if you don’t learn that way they label you as someone with a learning disability. If you don’t understand the material the way the school says you have to learn it than there’s something wrong with you. If you take a test and do poorly then it has to be that you don’t know the material and something must be something wrong with you.
According to David Kolb, people develop preferences for different learning styles in the same way that they develop any other sort of style, for example: management, leadership, negotiating, etc He found that the four combinations of perceiving and processing determine the four learning styles. The learning cycle involves four processes that must be present for learning to occur: 1) Activist - Active Experimentation (simulations, case study, homework); Training approach - Problem solving, small group discussions, peer feedback, and homework all helpful, 2) Reflector - Reflective Observation (logs, journals, brainstorming); Training approach - Lectures are helpful; trainer should provide expert interpretation, 3) Theorist - Abstract Conceptualization (lecture, papers, analogies); Training approach - Case studies, theory readings and thinking alone helps; almost everything else, including talking with experts, is not helpful, 4) Pragmatist - Concrete Experience (laboratories, field work, observations); Training approach - Peer feedback is helpful; activities should apply skills; trainer is coach/helper for a self-directed autonomous learner.
Dr. Rita Dunn and Dr. Kenneth Dunn define learning style as the way in which an individual learner begins to concentrate on, process, and retain new difficult material. It is a combination of many biological and experiential characteristics that work on their own or together as a unit to contribute to learning. This interaction with new information is unique for each individual. The Dunn and Dunn Learning Style Model contains five variables that affect learners and their ability to learn. Since learners are affected by their immediate environment, own emotionality, sociological preferences, physiological characteristics, and processing inclinations, these variables must be considered when creating instruction that is effective for individual learners. Individual learning styles make identical instruction effective for some students and ineffective for others. Since the learning style factors identified by Dunn and Dunn are conditions external to the learner, they have a greater effect on external instructional conditions rather than the learner’s internal learning strategies. The structure of the learning environment and the sequencing and introduction of instruction should be matched to each individual child’s learning style. Research has also shown that higher grade point averages are achieved when there is a close match between students’ learning styles and their teachers’ teaching styles. Further studies have revealed that when students’ characteristics were accommodated by an instructional process that was responsive to their learning style, achievement scores could be expected to be seventy-five percent of one standard deviation higher than for students whose learning styles weren’t accommodated. Given the attention to failing and poorly achieving students in the United States, accommodating individual learning styles has important implications for our educational system (Shaughnessy, 1998).
I have found right in my own family that each person has a different style of learning. My mother has to hear the material, she has to read the material out loud and then will understand it. My brother is visual, he can go to lectures and then can just close his eyes and see the board when taking a test. My father uses multiple learning styles, he reads the material, touch the bones (he’s going through class that will go towards medical classes) and then makes an outline of the chapter to learn the material. I myself also have to use multiple styles of learning, I have to go to the lectures and listen/watch the teacher explain the material and then read the material myself to understand it.
The three of us show that everyone has a different learning style that we need to use. ?? ??.
In conclusion, Dr. ??? and myself show ????. Everyone needs to use a different style of learning and schools have to start realizing this. Unfortuently there are still schools (Including colleges) that haven’t come to this understanding and still believe that if you don’t learn by listening to the lecture and understand it, there must be something wrong with you. In reality, there isn’t anything wrong with the person, we just learn differently.
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