Disscussion Board

Question: How can self-schemata help prepare you for the rigors and high expectations of being a doctoral learner? Explain. Answer: A need for improved rigor within the learning circumstances and consequences is considered as an important statement. Educators aim to give confidence towards deeper understanding and thoughts among the students with a bigger emphasis on analysis and persuasion. Complete participation in discussion is said to be an important element of doctoral learning. It augments group interaction and increases doctoral learning background. High standard expectations are considered as popular aim in education (DEY NEOGI, 2012). A clear association is present between engagement and motivation and learners respond more confidently to high standard anticipations when they give importance to their ongoing performances. The initial stage should include clear definition of rigor and illustrate the way the rigor elements affect learner in high standard learning culture (Rutherford, 2012). The subsequent step should include development of ways to apply rigor to distinguish instruction by bringing out responses and widening learners autonomy and accountability for constant learning. As it is already mentioned that high standard expectations are considered as popular aim in education, it is suggested that the educators should recognize that the expectations are relevant and realistic (Tanner, 2013). Relevant education is considered as transdisciplinary and unites the interests of the students and real world understandings, through current issues, authentic problems, service learning, simulations and educating others (Paige, Sizemore Neace, 2013). Rigor with no relevance can give rise to students who academically perform well but look as if dysfunctional within the real world. Ultimately students must determine the exact thing that is appropriate to them and teachers should facilitate learners making the associations to precise skills or content. References DEY, A., NEOGI, D. (2012). A Study on Organizational Characteristics of Self Help Groups in India: How do they contribute in Social Support Psychological Well-being of Rural Poor.Global Journal For Research Analysis,3(7), 259-263. doi:10.15373/22778160/july2014/93 Paige, D., Sizemore, J., Neace, W. (2013). Working Inside the Box: Exploring the Relationship Between Student Engagement and Cognitive Rigor.NASSP Bulletin,97(2), 105-123. doi:10.1177/0192636512473505 Rutherford, P. (2012).Active learning and engagement strategies. Alexandria, VA: Just ASK Publications. Tanner, K. (2013). Structure Matters: Twenty-One Teaching Strategies to Promote Student Engagement and Cultivate Classroom Equity.Cell Biology Education,12(3), 322-331. doi:10.1187/cbe.13-06-0115