Self Regulated Learning Essay Example

Self Regulated Learning Essay Example Self Regulated Learning Essay Self Regulated Learning Essay Learning Self-regulated learning can be defined as The process in which [a] student is cognitively, motivationally, and behaviorally active in his or her learning. (Zimmerman and Martinez-pond). While this concept is relatively new, many students have embraced it over the last few decades resulting in their success. I am one of those many students that embrace this concept; some aspects stronger than the others. Planning and organizing not only play a major role in my life as a student, but in my life in general. Though I often lack the confidence to ask questions hat provide a more thorough understanding of what I am trying to learn, the one aspect of my learning I can control is my learning environment. Being a non- traditional student with a full time Job can be as hard as a rock. It means I must plan and organize every moment of my day. When I have places to be, for example class, I calculate driving times and when I will be there. This planning measure provides me with a better perspective of what I will be able to accomplish before having to leave work. Along with scheduling, budgeting is another very Important priority. I calculate the cost of everything down to the last dollar. Being a college student, I have to continuously recalculate my budgets. For example, after completing my core requirements at Northeast State, I will be transferring to TEST to finish up my bachelors degree. When looking at the tuition and fees of TEST, according to the 2009-2010 TEST student handbook, a student could expect to pay $189 per [credit] hour not Including fees (undergraduate fees). In comparison, a student attending in the fall of 2014, they can expect to pay $263 per [credit] hour not including fees (undergraduate fees). That Is almost a 40% tuition Increase, which Is a cough pill to swallow. By arming myself with this knowledge I can plan and expect to Incur higher tuition fees by the time I transfer to finish my degree. I know It wont be as cheap as dirt, so I must plan to save where I can. By being as organized as a filing cabinet, I have the ability to plan the things I need to accomplish and organize my time and material so I can accomplish many things on time and correctly to work In the most efficient manner possible. When I was younger and In grade school Just Like In todays society kids were very mean. I wasnt a bad student or a slow reader, UT I had distinctive features, such as being as tall as a giraffe. Because I was taller than the majority of my classmates: I stood out. I was for many unkind comments. Because of that my confidence suffered. I do not Like to stand out for the fear of being Judged or degraded. It makes me as nervous as a cat In a room full of rocking chairs. Because of this lack of confidence my education sometimes suffers. If I dont understand the material or the concept being covered In class, I have a tendency to apply my own Interpretation versus asking the Instructor, which will not help me to master the material I desire to. One thing wealth my control Is my learning environment. Depending on what I am working on and what I need to accomplish, will determine what kind of learning environment I would require. If given an essay to complete, Just about anywhere can be my learning environment: If I am In my quiet environment, so I can concentrate and really hear what I am saying. When it comes to studying, I must have a somewhat quiet environment, not necessarily as quiet as a church mouse, Just somewhat quiet. While at home I have a designated study area where my husband knows if I am in there it is a do not disturb time. I have also found that very light and quiet classical music can help me to absorb the information I am reading. Just as every student is different, so are his or her their learning methods. I know for myself that planning and organizing helps me to see what needs and must be accomplished. I may not be comfortable enough to ask questions to better understand something I am trying to learn; I can however control my learning environment and the distractions that interfere. By practicing and using all the elements of self-regulated learning, I am confident I will be successful in my education.

Differences Between Probability and Statistics

Differences Between Probability and Statistics Probability and statistics are two closely related mathematical subjects. Both use much of the same terminology and there are many points of contact between the two. It is very common to see no distinction between probability concepts and statistical concepts. Many times material from both of these subjects gets lumped under the heading â€Å"probability and statistics,† with no attempt to separate what topics are from which discipline. Despite these practices and the common ground of the subjects, they are distinct. What is the difference between probability and statistics? What Is Known The main difference between probability and statistics has to do with knowledge. By this, we refer to what are the known facts when we approach a problem. Inherent in both probability and statistics is a population, consisting of every individual we are interested in studying, and a sample, consisting of the individuals that are selected from the population. A problem in probability would start with us knowing everything about the composition of a population, and then would ask, â€Å"What is the likelihood that a selection, or sample, from the population, has certain characteristics?† Example We can see the difference between probability and statistics by thinking about a drawer of socks. Perhaps we have a drawer with 100 socks. Depending upon our knowledge of the socks, we could have either a statistics problem or a probability problem. If we know that there are 30 red socks, 20 blue socks, and 50 black socks, then we can use probability to answer questions about the makeup of a random sample of these socks. Questions of this type would be: â€Å"What is the probability that we draw two blue socks and two red socks from the drawer?†Ã¢â‚¬Å"What is the probability that we pull out 3 socks and have a matching pair?†Ã¢â‚¬ What is the probability that we draw five socks, with replacement, and they are all black?† If instead, we have no knowledge about the types of socks in the drawer, then we enter into the realm of statistics. Statistics help us to infer properties about the population on the basis of a random sample. Questions that are statistical in nature would be: A random sampling of ten socks from the drawer produced one blue sock, four red socks, and five black socks. What is the total proportion of black, blue and red socks in the drawer?We randomly sample ten socks from the drawer, write down the number of black socks, and then return the socks to the drawer. This process is done five times. The mean number of socks is for each of these trials is 7. What is the true number of black socks in the drawer? Commonality Of course, probability and statistics do have much in common. This is because statistics are built upon the foundation of probability. Although we typically do not have complete information about a population, we can use theorems and results from probability to arrive at statistical results. These results inform us about the population. Underlying all of this is the assumption that we are dealing with random processes. This is why we stressed that the sampling procedure we used with the sock drawer was random. If we do not have a random sample, then we are no longer building upon assumptions that are present in probability. Probability and statistics are closely linked, but there are differences. If you need to know what methods are appropriate, just ask yourself what it is that you know.