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Learners create meaningful learning through this characteristic by interacting and manipulate objects in the environment they are learning

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In high school, I was a member of the color guard team. Active learning was a very important characteristic during this hobby. The instructors would inform me of what I would need to do; however, I was never actually able to learn how to perform the action unless I actively used the equipment. This became a crucial aspect of me improving my skill.

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Last year I worked as a server at Buffalo Wild Wings. Training is essential to any job. Through this job I was trained. I was not expecting, though, to be thrown into action after one day. Being a brand new server with no experience, this was very challenging and intimidating, but I do not think I would have learned the computer system or what the different dishes looked like had I not acquired the hands on experience.

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This is when learners reflect on a new learning experience and combine it with knowledge they already have to create a new experience.

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Growing up, I have always sort of struggled with communicating with people. During my conversations that I have with new friends, peers, or co workers I reflect on the past conversations that I have had. I use my experience from these conversations and use the skills and aspects that worked well with the new people I have encountered, and I disregard the negative components,

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Another experience I have had with constructive learning is being open -minded. When it comes to trying new things, I have a hard time being open-minded. However, after opening up to the event I end up enjoying it. I think about this every time I feel myself closing my mind off to a new experience.

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This was honestly the hardest characteristic for me to reflect and think of experiences. Although these experiences did not occur in the school or workplace, I was still able to learn something meaningful.

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This behavior happens when learners are learning to reach a goal.

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During my junior year of high school, my teacher would always use technology with her teaching. Often times, this technology was not used as an aid, but instead a replacement. We were required each morning to watch a video of certain math problems being solved. Then after, we had to perform the same routine on problems that were handed to us during class. This was a negative experience I had during the intentional learning. However, it allowed me to remember more of what I was seeing being done.

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During my teenage years, I got to the point where I wanted to do more with my hair. I was adamant on learning how to successfully French braid my own hair. I looked up on Wiki how the steps to performing a French braid. With practice I formed a semi braid. Eventually, I moved to watching a video to see more clearly what was being done. Having a clear goal in mind and using technology to further achieve this goal helped me be able to French braid my own hair.

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Technology can be a useful aid when trying to learn a specific action, task, or piece of information. When learners have a specific or clear goal in mind, they are more able to use technology to their advantage because they know exactly what they need to be able to help them achieve their goal.

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This characteristic applies learning to real world problems. This allows learners to effectively make connections that will stay with them.

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In high school, I was enrolled in an Rehabilitation class. During this class we learned a lot about hospital safety and rehabilitation. During the lesson on rehabilitation, my teacher required us to be in a wheelchair for one school day. This was a real world experience for some people that she wanted us to understand. After staying in that chair, I understood, to a point, what it was like for some of the students in my school.

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My physics teacher did many real life examples to teach us about physics. One in particular, he took us to a parking lot right down the road from our school. In the parking lot he used the cars, buggies, and even people are real life examples for us to learn from and observe.

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Being able to learn in real world examples really helped me understand and retain the material! In this way, I do not have to try to make an abstract thought, math formula, or definitions meaningful to me in any way. Seeing physics first hand allowed me to notice it every where I go.

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Learners collaborate and work together with their peers to understand the information or to arrive at an answer for the question.

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I have noticed the abundance of times that I have engaged in this learning characteristic during college. Most of my courses we get into groups and discuss the lesson we have been going over. This is so effective for me because I am able to see and understand new ways of looking at the topic that I otherwise would not have, had I not been collaborating with my peers. Most of the time this collaboration is only around class discussions, but other times it has been peer reviewing papers/assignments, and even going over the previous night's homework.

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When I bought a bigger bed for my apartment, I tried to assemble it by myself. After many failed attempts, the bed was not being completed. It was not until my roommates helped me with the project that it was put together. This would not have happened without all of us working together.

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Working together is beneficial in many ways. More diverse ideas and experiences can be integrated into the learning to help the other members of the group see things in a different way.