Introduction
Informal education encompasses learning experiences and activities that occur beyond the structured formal education system, including those provided by community organizations and museums. The teaching system is usually less structured and more flexible than formal education and mainly focuses on providing learners with hands-on experience and opportunities for exploration and discovery (Batsleer, 2008). The informal instruction system can occur in various forms, such as community-based learning, field trips, seminars, and workshops (Batsleer, 2008). Unlike formal education, organized and delivered by trained instructors, casual learning is usually conveyed by untrained people passionate about a particular topic or area (Richardson & Wolfe, 2001). The paper provides a reflection report on working as an informal educator, considering students’ practice and relevant theories.
A Museum Program as Part of Informal Education
A museum program is an example of informal education that offers workshop activities and experiences for children on a particular topic, such as the science of flight or the history of a particular culture. The activities performed in these workshops are hands-on discussions designed to engage learners and equip them with new knowledge, experiences, and hands-on skills (Richardson & Wolfe, 2001). Nonformal teaching can also occur in a community environment, such as a park or nature center, where volunteers or staff members provide educational programming on environmental conservation, coaching sessions, and games (Richardson & Wolfe, 2001). In both these examples, casual education aims to provide learners with engaging and meaningful learning experiences outside the traditional classroom setting.
As an informal educator, I have experienced both the rewards and challenges of working with students. It has been deeply fulfilling to witness learners progress, develop, and achieve success in their educational journey. On the other hand, working as an informal educator has its challenges because one must possess deep knowledge and understanding of both the students and the subject matter (Jeffs & Smith, 1991). Thus, one must be able to adapt to different learning needs and styles and deliver educational skills effectively to ensure that the intended knowledge is given.
Practice Reflection
Skill Assessment
In reflecting on my practice as a nonformal educator, I have identified various key areas that I believe are crucial for one to be successful in this role. First and foremost, I believe that it is vital for one to possess a deep understanding of the subject matter that they are teaching. It does not only mean having a thorough knowledge of the facts and theories but also being able to explain complex concepts in a way that is clear and accessible to learners (Jeffs & Smith, 1991). In addition, it also involved being able to gauge whether a student has understood what information was taught. Therefore, some of my educational skills are not excellent, and thus I plan to work on them to improve them.
Professional Development Strategies
Research
One method I have seen to be excellent at deepening my understanding of the subject is staying updated with the latest research and developments in my field. In this regard, I will always make sure that I read books and articles regularly, attend conferences and workshops, and engage in ongoing professional development (Jeffs & Smith, 1991). Thus, this not only helps me stay up-to-date with new information but also allows me to bring fresh perspectives and new ideas to my teaching profession.
Learning Flexibility
Another important feature of becoming an effective information instructor is the ability to adapt to the students’ various styles and learning needs. Every student is unique, and what works for one might not be appropriate for the other (Jeffs & Smith, 1991). Therefore, as a nonformal educator, one must be willing to try different teaching approaches to find the best one that fits every student.
Using multiple teaching techniques and strategies has improved my ability to adapt to various learning styles. For instance, I usually apply hands-on activities and experimental learning to engage students and assist them in understanding complex concepts. In addition, I also try to incorporate technology and multimedia resources into my teaching as these can be successful ways of teaching learners who best understand concepts through visual or interactive means.
To achieve this flexibility, I have made a lot of effort to get to know my students and understand their learning styles. The process involves engaging them regularly through one-on-one conversations, group discussions, and feedback sessions that help me gain insights into their strengths, weaknesses, interests, and goals (Wijaya et al., 2019). By doing so, I have been able to modify my instructional approach to better attain the needs of every learner and offer them support and guidance where needed.
Collaboration with Students
Working with pupils is a wonderful and hard process that I have also grasped as an informal educator. On the one hand, seeing students learn, develop, and—above all—be a part of their educational journey has been immensely fulfilling (Smith, 2013). On the other hand, working as a nonformal educator can be challenging since it requires a deep understanding of students and the subject matter (Smith, 2013). Thus, one needs to possess the ability to adapt to different learning styles and needs.
Conferences
Another strategy I have used to help strengthen my understanding of the subject matter is continuing to learn and grow as an educator. It involves reading and researching new developments in my field and attending conferences (Wijaya et al., 2019). In addition, I collaborate with other instructors to get notified when there is an opportunity to share knowledge, both within and outside my institution. As a result, I can learn from their experiences and share my own.
Theoretical Frameworks
Constructivism
In addition, to these practical skills, there are also various relevant theories that I believe are vital in helping one understand and improve my practice as a nonformal teacher. For instance, constructivism suggests that students are the best learners when actively building their knowledge and influencing their educational careers (Xu & Shi, 2018). I have realized that by encouraging students to engage with the materials actively rather than simply providing them with information, I can foster a deeper understanding and more lasting learning.
I have incorporated constructivism into my teaching using various interactive, hands-on activities and exercises. For instance, instead of lecturing on a topic, I might ask the students to work in small groups and discuss a case study or solve a real-world scenario related to the topic (Xu & Shi, 2018). The use of constructivism not only allows students to engage actively with the materials but also encourages them to think critically and develop personal perspectives and solutions.
Metacognition
Another relevant theory that has greatly influenced my practices is Plato’s concept of metacognition. It is the ability to think about and reflect on a person’s thinking and learning. I have found out that by encouraging learners to reflect on their learning regularly, I can help them develop a greater understanding of their strengths and weaknesses. In addition, they feel encouraged and motivated to attain their goals (Azevedo, 2020). As a result, this helps them control their learning effectively and make better decisions about their educational journey.
Socio-Cultural Theory
The socio-cultural theory by John Dewey has also been a great source of influence in my educational practice. The theory emphasizes the importance of the social and cultural context in shaping learning and development (Dewey, 1985). The theory suggests that learning is a collaborative and social process influenced by the people and the communities to which one belongs (Dewey, 1985).
While working as an informal educator, I have witnessed various ways the community and other people around them impact students. For instance, I have taught learners from disadvantaged backgrounds who encountered barriers to learning because of poverty, discrimination, or other social issues. In these cases, it has been essential for me to offer academic support and be aware of and sensitive to the broad social and cultural factors that may affect student learning.
Areas of Improvement
After reflecting on my practice, I have realized that a few areas need improvement. Aristotle, a Greek philosopher, pointed out several ideas on how learning and education should be in general (Stamou, 2002). For instance, Aristotle believed that education ought to be based on the development of the individual’s character and that it should aim at cultivating virtue. In addition, Aristoteles said that instruction should be tailored to the individual and be a lifelong process. Therefore, better results are observed when education is delivered correctly to the learner.
I want to concentrate on providing more opportunities for students to engage in hands-on, experimental learning. Even though I have integrated discussion and activities into my lessons, I have not always provided opportunities for the students to apply the materials tangibly. In this regard, I plan to incorporate more hands-on projects and activities into my lessons in the future. I believe this can be an effective way of engaging learners and helping them make connections between their lives and the material they are learning.
Another area that I would like to focus on is building stronger student relationships. In my current practice, I have struggled to create a positive rapport with the students, especially those who are shy or reserved. I plan to build stronger associations with learners by showing interest in their lives and experiences and being more approachable. I believe that building stronger interactions with learners can be an effective way of supporting their learning and development.
Conclusion
Conclusively, this paper has reflected on the process of working as an informal educator, including reflections from students and other relevant theories. Activities and experiences that take place outside of the official educational system, like non-formal learning environments, museums, and community organizations, are referred to as informal education. The paper has identified various crucial areas for the success of an informal educator. For instance, one must have a better understanding of the subject matter they are teaching, including the ability to explain complex concepts clearly to the learners.
Relevant theories such as constructivism, metacognition, and social-cultural have also been examined. My experience as an information educator has been enriching. Through reflection on my practice and exposure to relevant theories, I have developed a more efficient and engaging approach to teaching. Therefore, I look forward to continuing to grow and learn as an educator and supporting students in their learning and growth journey.
References
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Smith, M. K. (2013). A brief history of informal education. infedorg. Web.
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Xu, Z., & Shi, Y. (2018). Application of constructivist theory in flipped classroom-take college English teaching as a case study. Theory and Practice in Language Studies, 8(7), 880-887. Web.