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Among many lessons, this project has shown me the value of experiential and differential learning. I’ve seen students that shrink in a traditional classroom setting flourish in this alternative learning atmosphere. These students take ownership of their education and demonstrate a keen interest in learning through this medium. Is what they are learning valuable? Without a doubt, yes. The social development of these students while they learn to cooperate in order to offer a meaningful service fulfills the BC curriculum personal and social core competencies. This action-based learning supports students who prefer social learning or learning through a hands-on approach, and students develop an entrepreneurial perspective as they come up with ideas for how to run the project, innovative ideas, and what to do with the profit.
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Creating this document really forced me to reflect upon students as individuals. It goes without saying that the particular methods and activities given in this example, though they may work for the target student, could very well prove totally ineffective for any of his peers. This exercise developed my ability to really look at a student and attempt to understand them on a deeper level. Not only was I required to consider this particular student’s stage in growth and development, but also to contemplate their preferences for learning and fun inside and outside a classroom setting.
The precepts of this example align perfectly with this TRB Standard. By committing this level of care and consideration into my practice I ensure my students are duly supported in their growth and development. This exercise has given me insight on how to better foster a compassionate learning environment and addresses an approach to teaching that incorporates the BC curriculum ideals towards personalized learning. Ultimately, this exercise caters to a multitude of learning styles and preferences with its dynamic approach to content delivery and strongly exemplifies this TRB Standard in that it involves deep consideration for the growth and development of a student as well as that student's particular needs and interests. |