Individual Course Plan Assignment And Readings For Week Thre

Individual Course Plan Assignment And Readings For Week Three

This is a chance for you to reflect on all the readings, videos, and class discussions we’ve had about education and learning, and to think about how the views expressed by these authors and speakers align with the philosophy and goals of the University Studies’ FRINQ program and with this class, in particular. More importantly, it is a chance for you to reflect on your own education and your own strengths and weaknesses as a student, in order to identify and articulate your personal learning goals for this term. This piece of writing will be something that you can use at the end of the term to help you determine what grade you should give yourself. It will also help me, because by understanding your individual learning goals and your plan for achieving them, I will gain insight into how to structure assignments and class sessions to help you learn.

Format: Typed, double-spaced, 12-point font. Style: This is a personal reflection about your learning goals and your plan for achieving them, so you should feel free to use your natural voice and “I” language for this assignment. You will begin with an essay format and then create a list. The first 2-3 paragraphs should address your understanding of what it means to “claim an education,” based upon all the readings, videos, and discussions you’ve engaged with thus far.

Consider where you stand in relation to these ideas about higher education and active learning. For instance, are these new ideas for you? Do you find these ideas exciting, challenging, or terrifying? How do the ideas expressed in these materials align with your own ideas about your role as a student? In what ways do you see yourself and your philosophy about learning reflected in these writings? Do these readings challenge or alter your view of education and what it means to be a student? Reflect on how actively participating in your learning process has been—what aspects come easily, and what aspects are more difficult. Contemplate how you might need to change your mindset to truly “claim your education.”

From this reflection, develop a list of your learning goals for the term, along with a brief explanation of how you plan to achieve them. Consider personal traits such as resistance to discomfort, distraction, listening skills, group work tendencies, and openness to new ideas or changing opinions. Think about your reading habits, time management, stress management, participation in class discussions, risk-taking, and contribution to the class community. Be specific and concrete about your goals and your strategies for success. Also, include your intended course grade and how you plan to achieve it by utilizing available resources such as office hours, writing centers, or peer support. Lastly, identify any concerns about the course and how instructor support might help you.

Read and annotate two texts: the Sun Magazine interview with Anne Hallward, and “The Misfit’s Manifesto” by Lidia Yuknavich (introduction and part of Chapter Two). These are dense readings requiring careful, repeated reading, especially Hallward’s interview. Engage deeply with the vocabulary and ideas to facilitate rich class discussions on October 16th.

Paper For Above instruction

The process of claiming an education is both a personal and philosophical journey that intertwines individual motivation with broader societal and institutional expectations. Reflecting on various readings, videos, and class discussions I’ve encountered this semester has illuminated the multiple dimensions of what it means to actively participate in one’s education. Central to this understanding is the recognition that education is not merely about absorbing information but about engaging critically with ideas, challenging oneself, and continually evolving as a learner. It involves a conscious effort to transform from a passive recipient of knowledge into an active participant who claims ownership over their learning process.

My current stance on higher education and active learning aligns with emerging ideas that emphasize student agency, critical thinking, and the importance of a supportive learning community. Previously, I viewed education as a linear path—focused almost exclusively on grades and performance. However, the readings by Anne Hallward and Lidia Yuknavich have shifted my perspective toward recognizing education as a dynamic, relational process. Hallward’s interview, in particular, challenged my notions of passivity in learning, prompting me to consider how openness and mindfulness can deepen my engagement. Yuknavich’s “Misfit’s Manifesto” resonated with me, highlighting the importance of embracing one’s uniqueness and resisting conformity. These ideas excite me because they empower me to see my education as a space for authentic self-expression and growth; challenging because they demand a level of vulnerability and self-awareness I am not always comfortable with.

Reflecting on my personal learning approach, I acknowledge that I have often been passive, relying on memory and surface-level understanding rather than deep engagement. For example, I tend to listen passively in class rather than participate actively, and I sometimes hesitate to voice my opinions for fear of judgment. Recognizing these tendencies is the first step toward reformulating my approach to learning. To truly claim my education, I must cultivate openness to discomfort, develop resilience to criticism, and be willing to take risks in sharing my ideas. I also need to enhance my active reading strategies—such as looking up unfamiliar words and rereading texts—to deepen my comprehension and critical analysis.

In terms of goals, I aim to become a more engaged and reflective learner. My primary objectives include improving my participation in discussions, sharpening my critical thinking skills, and managing my time more effectively to reduce stress. To achieve these, I plan to actively prepare for class by annotating texts thoroughly, seeking feedback from peers and instructors, and utilizing campus resources like the Writing Center and office hours. I also intend to practice mindfulness and stress reduction techniques to support my emotional well-being, which I believe in turn will enhance my academic focus.

Specifically, I aim to participate in class discussions at least twice per session, challenge myself to delve deeper into texts by re-reading and researching unfamiliar words, and set weekly goals to balance coursework and self-care. I also plan to engage in group projects more proactively, viewing them as opportunities for collective growth rather than mere assignments. My aspiration is to earn a B+ or higher in this course by demonstrating consistent effort, engagement, and application of feedback. To reach this grade, I will take advantage of available resources and seek help when needed, acknowledging that growth often requires stepping outside of my comfort zone.

Ultimately, I see these goals as part of a broader effort to develop as a self-directed, resilient, and reflective learner. I hope to contribute positively to our class community by listening actively, respecting diverse opinions, and supporting my peers. I believe that claiming my education means being intentional about my learning process and embracing both challenges and opportunities for growth. With this mindset, I aim to foster a sense of ownership over my education that will serve me well beyond this course and into my future academic and personal endeavors.

References

• Hallward, A. (Year). Interview in Sun Magazine. [Details of publication]
• Yuknavich, L. (Year). The Misfit’s Manifesto. [Details of publication]
• Dewey, J. (1938). Experience and Education. Free Press.
• Freire, P. (1970). Pedagogy of the Oppressed. Continuum.
• hooks, bell. (1994). Teaching to Transgress: Education as the Practice of Freedom. Routledge.
• Brown, B. (2010). The Gifts of Imperfection. Hazelden Publishing.
• Zimmerman, B. J. (2002). Becoming a Self-Regulated Learner: An Overview. Theory Into Practice, 41(2), 64-70.
• Apple, M. W. (2004). Ideology and Curriculum. RoutledgeFalmer.
• Mezirow, J. (1991). Transformative Dimensions of Adult Learning. Jossey-Bass.
• Noddings, N. (2003). Happiness and Education. Cambridge University Press.