Passion for Learning: How to engage your learners and unlock their potential

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A computer or a mobile phone will be crucial to developing your passion for learning. It allows you to access key programs for learning, online courses, online communities, and information you can’t find elsewhere. We are looking for candidates to demonstrate an interest in growing and developing in our company, not only professionally but personally as well,” Daly said. “Candidates can demonstrate this by applying their growth stories to any question asked, or even asking the question about what opportunities there are in the company to learn and grow. Julie Rogers Bascom, the Service-Learning Coordinator for Edina Public Schools in Minnesota, shared with me how the following year-long Passion Projects engaged learners in authentic real-world activities. [Edina Service Learning http://www.edinaschools.org/domain/78]

The introduction to this article talked about passion as enduring suffering. Perhaps it is suffering that keeps people from developing a passion for learning. I updated the quote in 2017 to: “Go with your strengths and develop your passions to discover your purpose.” Ask learners to do a pair/share where two share with each other what they are interested in. Invite them to ask each other: We learn more by looking for the answer to a question and not finding it than we do from learning the answer itself.”You then have the top left-hand corner, which is when the learner is now conscious of what they don’t know and the unknown – the conscious unknowns. It’s now that a learner starts to discover. If you think about the Steps to Success (see the below diagram) and why we learn (purpose; discover; apply; adapt; change; improve and evolve), we’ve gone from purpose to discover, and this is the point where the learners are hopefully looking for more knowledge and foundations to the learning. Vallerand also notes that passion plays an important role in learning. Most importantly, it helps learners engage in deliberate practice for an extended period of time. It also helps learners adopt the path to mastery. Both deliberate practice and the path to mastery are made easier when the individual is passionate about the subject. We measured academic passion using the scale developed by Vallerand and Houlfort (2003). The Chinese version of the scale has good reliability when used to measure the academic passion of Chinese college students (e.g., Lin et al., 2019). The scale had a total of 19 items, including three subscales: passion criteria, harmonious passion, and obsessive passion. The passion criteria subscale used to determine whether an individual is passionate about a particular activity was selected in this study. This subscale had five items (e.g., “This activity is important for me”) that were rated on a 5-point Likert scale (1 = strongly disagree, 5 = strongly agree). Higher average scores indicate higher academic passion. Cronbach's alpha for the scale was 0.75. Academic Self-Efficacy

Support self-regulation: Help children develop self-regulation skills, such as goal-setting, planning, and self-monitoring, to help them become more effective learners and increase their motivation and love of learning. If you’re looking to save some money, you can always find a friend or family member who shares the same fundamental interest as you do in learning. Learn how to recognize passion in momentary obsessions. Some students may seem interested in anything and everything, flitting from one topic to another, one day to the next. While interest in something is certainly better than interest in nothing at all, see what patterns you can recognize over time. Are your student’s interests all visual in nature?Encourage them to explore their interest and how it might have a connection to the real world. Since you are probably still a part of the current traditional system, invite your learners to connect to required standards. Have them create a mind map of their interest and ways they can connect to what they know, what they have to learn, what they would like to learn, how they could demonstrate that they learned, and what questions they might have.

According to Dr.Vallerand, author of The Psychology of Passion, passion can be shown in several ways: This is a tip that comes with age, and younger learners might not understand this. In the workplace and in your personal life, you’ll have countless opportunities to learn. Every time someone avoids taking responsibility for a task at work – that’s an opportunity for you to step up and start learning a new skill. How can we reinterpret stories like Zara’s and Abdul’s and move away from damaging narratives of low aspirations? The answer is found by examining the relationship between mindsets and self-handicapping. What is the difference between teaching, coaching and mentoring? There is no difference; I know that sounds like I am going mad, but there is no difference for the learner. Instead, it is how the teacher/coach/ mentor interacts with the learner – and what changes that, is what the learner knows.Second, this study found the mediating role of academic self-efficacy and revealed the internal mechanism by which academic passion affects academic engagement. This is not surprising as prior research has shown that academic self-efficacy not only helps individuals undertake and make the necessary efforts to successfully complete various tasks, but also provides them with more personal resources to achieve good academic performance ( Whannell et al., 2012). Thus, students with a higher sense of academic self-efficacy are motivated to use more learning strategies, improve their cognitive competency, and remain persistent when encountering learning challenges ( Wright et al., 2012). Self-efficacious students therefore hold stronger beliefs in the successful completion of their learning goals, more investment, longer persistence, and an improved ability to cope with failure than students with low academic self-efficacy ( Oriol-Granado et al., 2017). This finding thus suggests that a strong academic passion can enhance students' sense of academic self-efficacy in learning, enabling them to set positive goals, mobilize more resources, and invest more effort in learning, thus promoting the continuous improvement of academic engagement. According to Bandura, self-efficacy beliefs have stable (trait-like) and contextual components, which are dependent on variables such as recent performance, alternative experiences, interpersonal persuasiveness, or current physiological state ( Bandura, 1997). Therefore, on the one hand, teachers should actively create a free, open, and error-free learning atmosphere; on the other hand, when students successfully overcome difficulties or obtain major achievements through independent efforts, teachers should give timely encouragement to improve students' academic self-efficacy. Demonstrate awareness of your own strengths and development areas, and the limits of your expertise On many online course platforms, you may find it challenging to connect with your peers. However, if you do have access to a forum, you could post in it about your interest in creating a discussion group. While it may take more work at the beginning, learning through dialogue with your peers can expose you to new and different viewpoints. Tip 5: Be realistic