3 pieces of advice from Chametzky Berry, Fun and practical things I learn at the Best Ed School in the US

1. “Link the subject material to the past experiences of learners” (Chametzky)

2. Ask students “Here is what we will learn in this coming weeks; why do you think it is important?” (Chametzky)

3. Guide students to “find the value, practicality and importance in the material” (Chametzky)

I feel most college students have had the privilege to experience such wonderful “moment of truth” Chametzky proposes.

I am one of such lucky students.

This is because higher education institutions allow students the freedom to enroll in different courses. There is also an add/drop period that gift students the time to find their meanings and motivations to study certain subjects. As a student, I am grateful for such mechanism, which i believe is a modern invention.

Reading Chametzky and engaging in such wonderful discussion through a digital sphere refreshes me. I think my takeaway is that I hope more students, including myself, would constantly ask themselves how they can take the knowledge they grasp inside the classroom into the field, the parts of world where such information is not readily available.

It is not only students’ responsibility to develop meaning for learning certain material but also to students benefits to giveaway these valuable information to more folks.

Digital sphere makes this easier than ever for us to do so.

Today my new friend shares with me that when she is involved in homeless reach-outs, she goes in hoping to help people who are struggling and ended up receiving. Whether we become a teacher, a leader, a student, or whatever profession or dynamics we will be in, we must always never loose our curiosity for learning, even when we are giving away our knowledge.

It is truly beautiful to know that everyone in the classroom will learn something despite their roles.

Bib: Chametzky, B. The Interconnectedness of Learning: How Andragogy Can Improve the Online Learning Experience. American Journal of Educational Science, 4(4). 93–99.