Our purpose is to help aspiring teachers pass the LET. People use Ask the Dragon over any other reviewer because users trust its quality and efficiency. With this in mind, we at Ask the Dragon make sure that our materials and services are grounded and constantly updated from evidence-based practices. We aim to provide personalized learning experiences through products and services that are effective, accessible, and suitable to all types of learners. We believe that through scientifically proven pedagogy, we bring you one step closer to your dreams.
An outcome is a demonstration of learning after engaging in a set of experiences. It is a combination of knowledge, skills, abilities, attitudes, and understanding. It is a visible and observable achievement leading to better qualifications and improved student experiences (Adam, 2004; Spady, 1994)
A crucial component in inquiry-based learning is triggering curiosity. Mere remembering of information is not enough; real learning takes places when a student/learner begins to question, seek information, reflect, and develop an inquisitive attitude about things. Engagement also becomes more evident as learners work through a scenario: a problem, a research project, or a small-scale investigation (Dostal, 2015)
The principle behind this strategy is that real learning takes place when you are able to recall or retrieve information. The process of getting the information out is the highlight of learning. This means that traditional lectures where students listen passively and receive inputs from the teacher are seen as ineffective. Instead, this philosophy emphasizes that learners practice retrieval of information through problem sets, practice tests, or short quizzes. The act of testing is enacted as a learning strategy and not just as an assessment tool (Agarwal, 2017; Roediger & Karpicke, 2006; Roediger, Weinstein, & Agarwal, 2010)
This theory posits that the human mind is akin to a computer. Our minds sense/accept information (input), process it, and finally remember or retrieve the information when needed to be applied in real world situations (output). While the principle of retrieval practice or testing effect primarily focuses on the output, this theory traces the information from encoding all the way to retrieval. The three components of the theory are: 1) sensory memory; 2) short- term/working memory; and 3) long-term memory (Atkinson & Shiffrin, 1968; Miller 2003).
“In self-directed learning, the individual takes the initiative and the responsibility for what occurs.
Students select, manage, and assess their own learning activities, which can be pursued at any
time, in any place, through any means, at any age. For the learner, it involves initiating personal
challenge activities and developing the personal qualities to pursue them successfully”
(Gibson, 2016).
Self-regulated learning refers to one’s ability to understand and control one’s learning environment.
It includes goal setting, self-monitoring, self-instruction, and self-reinforcement
(Harris & Graham, 1999; Schraw, Crippen, & Hartley, 2006; Shunk, 1996). Self-regulation is
a self- directive process and set of behaviors whereby learners transform their mental abilities
into skills
(Zimmerman, Bonnor, & Kovach, 2002) and habits through a developmental process
(Butler, 1995, 1998, 2002) that emerges from guided practice and feedback
(Paris & Paris, 2001).
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