Differences And Reflection

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When I was assigned a partner who is a peer educator for the Writing and Critical Inquiry course, I was excited since I believed we would discover three similarities and differences relatively fast. At our meeting about the discussion of the presentation, Rebekka and I were coming up with a large number of differences in our roles but found it hard to find common traits for comparing them.
Among the few uniformities in our roles, the one we discovered instantly was that both of us are required to attempt the homework being assigned to the students beforehand. We agree with our faculty advisors when they state that completing the assignments earlier helps us learn from our mistakes and prepares us for possible errors that the students might
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During our interaction, both of us attempt to guide students through their problem towards a solution without directly providing the same to them. We believe that our faculty advisors were pertinent for specifically instructing us to allow students to navigate through their homework before seeking assistance. According to Bard (2014), students are capable of managing their own learning as long as they have the tools to compare what they should be doing with what they are actually doing. This method of self-reflective learning probably leads to a better understanding of the assigned material, which helps students navigate through future assignments smoothly and also forms a basis for improved scores on …show more content…
This results in different methods of student learning and peer educator guidance as well. These were also mentioned in the second reading for the course (The Role of Peer Educators) where it compared child and adult learners through pedagogy and andragogy. “In a pedagogical environment, learning is based on memorizing or rote. Nevertheless, in an andragogical environment, learning generally occurs by relating the new information with the learners’ lives” (Akin, 2014). Since it is less likely that freshmen have personal experiences related to the course material, it could be challenging for peer educators to explain its applications of the same while promoting the benefits of its knowledge in the long run. On the contrary, involved upperclassmen attempt to gather their relevant experiences utilizing the course material and are motivated to apply the

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