2 Education Essay Examples
Example1: Role And Influences Of Mother Tongue Education Essay
In many research on second language classroom, the role and influences of mother tongue or first language (L1) on second language (L2) learning has always been a hotly debated issue. There have always been contradicting views about whether to use L1 of the students in the second language classroom. However, in the past decade of study, linguistic researchers could not reach a common ground on whether the use of L1 is considered as a facilitator or barrier in the acquisition of second language. Different existing theories have controversial opinions about the role of L1 influences on L2 learning (Yan, 2010). Based on the literature gathered, this paper is going to address two research questions drawn from the collection of views on L1 use in L2 learning classroom. Despite the many arguments on the use of L1 in the L2 classroom, little research was carried out to measure the effects of L1 use in the classroom. Thus, the first research question in this paper is to study what are the effects of using L1 in L2 learning classroom. Upon gathering the effect, this paper is also interested to measure to what extend does the use of L1 increase the performances of L2 learning. Therefore, four related articles will be reviewed in order to address these two research questions.
According to Nation (2003), the use of L2 in a foreign language classroom needs to be maximized wherever possible. Though L2 should be the core language used in classroom management and learning, the use of L1 should not be abandoned too as it has a small but significant role to play in communicating meaning and content. This role is important across all language skills be it in reading, writing or vocabulary learning. In a rather straightforward but comprehensive research done by Liu in 2008 by the title ‘L1 use in L2 vocabulary learning: Facilitator or barrier’, the effects of L1 use on L2 vocabulary teaching is explored. Liu found that many modern teaching methods treat L2 in isolation from L1. Therefore, in her study, she proved that bilingual vocabulary teaching method is actually suitable to Chinese EFL learners (Liu, 2008). An empirical research has been done and it is confirmed that proper application of L1 can effectively assist the memorization of new words during L2 vocabulary teaching process. Liu (2008) used the fact that L1 is present in L2 learners’ mind, therefore, whether the teacher uses L1 or not, the L2 knowledge that is being created in their mind and is connected in all sorts of ways with their L1 knowledge. This observation is supported from the sociocultural theory perspective that L1 meanings continue to have a persistent effect in the L2 learning (Lantolf & Thorne, 2006).
The research done by Liu (2008) is an apt study which confirmed the role of L1 in L2 learning classroom as a facilitator. An experimental approach was chosen by her in this study as the methodology. The reason for applying experimental research is that this study involves the effect of the systematic manipulation of one variable(s) on another variable (Ary, Jacobs, Sorensen, 2010). In the experiment, Liu (2008) manipulated the variable of teaching approach, which is the use of language during vocabulary teaching. Through the experimental research, the researcher managed to prove that different teaching approach does make significant differences in the subjects’ performances in remembering new words and expressions learned. However, the study might have been more persuasive if the researcher had considered the vocabulary size and the frequency count of the vocabulary items chose, whether the words are high-frequency words or low-frequency words (Nation, 2001). The vocabulary size of 60 words might be too much for the Chinese EFL learners. Moreover, learners should be given considerable time to understand and memorize the new words. It would be more proficient if the researcher could analyze the basis of the word frequency and quantity of these words so as to avoid being over ambitious.
In reviewing the results gathered, Liu (2008) in her study, made a comparison between the two groups using t-tests. For every test, the raw scores were carefully entered into the SPSS data table in order to gain the desired data for comparison. From here, we know that the researcher was very cautious in preparing thorough data analysis. To avoid any biasness in the study, the researcher had analyzed the result of the pre-test for both the experimental and control group before proceeding to confirm the validity of the final results. There was no great significant difference between the P values for both groups although the control group scored a little lower than the experimental group. It can be said that both groups of subjects started the experiment at the similar vocabulary level. What is interesting in this data is that the results of post-test carried by the researcher after the interval of 3 weeks from the pre-test showed that the subjects in the experimental group who received treatment in both L1 and L2 acquired new words and expressions better than those in the control group who received treatment in L2 only. What then do you think is the cause for the difference in performances of both groups in the post-test? Certainly is the factor of language use. Therefore, strong evidence that supports the use of L1 in L2 vocabulary learning is presented in her findings. Taken together, the results of this study support the idea that L1 facilitates the L2 vocabulary learning. The effect that L1 brings about in L2 classroom learning is that it enhances the understanding of new words.
On top of the study conducted by Liu (2008), Bouangeune in 2009 also conducted a similar study on the use of L1 in teaching vocabulary. The add-on of Bouangeune’s study is that he concentrated on low L2 proficiency students; the L2 in this study is English. Bouangeune (2009) aimed to address the problem of low achievement in his institution which is the National University of Laos. Again, the researcher also seeks to investigate the effectiveness of using L1 in teaching vocabulary. The research question that he posted in the study is whether L1 helps increase students’ achievement in vocabulary. Previous studies have reported that teachers tend to fine students for using their L1 in English language classroom (Weinberg, 1990). If the students speak their L1 (Spanish, Cantonese, Mandarin, Vietnamese, Russian or Farsi) in the English language classroom, they will be fined 25 cents. This phenomenon reminds me of my primary schooling days where we made compulsory to communicate using English during the English Week and if we fail to do so, we will be fined 10 cents for each words that we speak in our mother tongue. As a result of this rule in the school, many students dared not speak much or speak out loud during that week because they could not converse in English language fluently. Considering the attempt to make the L2 learners speak only L2, is it effective? Or can this approach contribute to the faster learning of L2?
The fifth hypothesis of Krashen’s Monitor Model, the affective filter hypothesis says that learners of a language will filter or block out the target language if they become tense, angry or bored (Lightbown & Spada, 1999). This clearly explains the situation faced by the L2 learners as their teacher fined them for using their L1 or mother tongue. Learners who are confused will become frustrated, upset, angry and resentful at the environment of the language classroom and when this happens, learning stops. Therefore, it is critical for educators to consider the barriers faced by the L2 learners especially lower proficiency learners. In the study presented by Bouangeune (2009), the researcher highlighted several reasons why L1 should be used as a tool in the language classroom. In order to prove his stand, the researcher conducted a pre-test and port-test on vocabulary in four classes of first year English majors attending a university in Laos. Two classes were assigned as an experimental group and the other two classes were assigned as a control group. If we were to compare, Bouangeune (2009) conducted a larger scale experiment than Liu (2008) as Bouangeune (2009) used a total of 169 subjects. He also used more instruments to conduct the study, namely, testing materials (pre-test and post-test), teaching instrumentations and teaching techniques.
Apart from the approach of using a larger scale of experiment, Bouangeune (2009) observed the guidelines set by Nation (2001) in testing learners’ vocabulary knowledge. The researcher designed multiple choice test with four alternative answers for the pre-test and post-test. The design of the tests is very appropriate and suitable for students as well as teachers because it is quick to take, easy to mark and easy to interpret (Nation, 2001). It serves the purpose to help teachers quickly find out how much work needs to be done on these words before giving them any treatments. The tests were also designed in a very practical way whereby the number of new words tested is only 15 as opposed to Liu’s 60 new words at one time. However, there arises a question regarding validity of test. In the post-test, the researcher used words taken from the teaching materials in the Language Practice (LP) classes, which both groups had learned before (Bouangeune, 2009). This idea seems to put me in doubt if the words are still new to the students. Perhaps they have already acquired the meanings as they have come across the teaching materials before. Moreover, what would be the reason for the researcher to use different sets of pre-test and post-test on the students? Had the researcher consider about consistency? It is suggested that the researcher should use the same questions for pre-test and post-test so that the measurement of improvement can be ascertained.
Despite the less persuasive instrumentation, this study managed to provide reliable data analysis. The researcher used the Cronbach’s alpha to measure the reliability of both tests. It was proved that both tests were reliable in the level of .86 and .80, respectively (Bouangeune, 2009). The scores of each part of the test were investigated by comparing the mean scores of the two groups by using MANOVA. Taken together, the findings showed that students in the experimental group which applied L1 in teaching new words outperformed those in the control group. The reason for the students in the experimental group to perform better than the control group is because they were given enough comprehensive input. They were taught repeatedly the sentence pattern and functions of new words from the beginning. This had made them familiar with the sentence structure and word meaning. Again, this observation is explained in the fourth hypothesis of Krashen’s Monitor Model, the input hypothesis. Students are able still to reach the optimal acquisition level even being challenged by some new vocabulary if they understand most of the input either through reading or listening (Lightbown & Spada, 1999). Hence, this study had made an important contribution to English Foreign Language Teaching, particularly in the area of vocabulary for students with a lower proficiency level as it shows the effectiveness of using L1 in teaching vocabulary.
Using L1 in the L2 learning classroom does not only help to boost the learning of vocabulary, it also helps to develop ideas in writing. A study conducted by Stapa and Abdul Majid (2009) dealt on the issue of investigating if students with lower proficiency are able to generate more ideas when they use L1 (in this context is BM) as opposed to English and produce a well-developed written product when ideas are generated in L1 instead of L2. Writing is one of the major strands in language learning. A successful L2 learning is also concerned with the acquisition of writing in L2. Getting students to write in the L2 classroom can be discouraging sometimes as this problem is caused by several factors. This situation is somewhat similar to getting students to speak the L2 when they are poor in the L2. Students developed fear in them when they are required to write in L2 simply because they cannot think or relate things in L2. Generating ideas in the L2 writing can be a very complex activity due to the reasons mentioned above. If language is a great hindrance for L2 students to write, then this great hindrance should be removed so that they can start to write. The solution to removing this hindrance is to channel their thinking to L1 to develop ideas first before delivering them in L2. Therefore, Stapa and Abdul Majid (2009) adapted the ideas generation process in L1 and L2 by Scott (1996) in their study to address the problem statements.
According to Scott (1996), there must be always the possibility of allowing students to generate ideas in their L1 and help to identify the linguistic structures that will transfer their ideas into the L2. By doing so, students may be able to come up with more ideas as they are not swamped by the confusion between linguistic information and ideas on the topic (Scott, 1996). Literature also reviewed that writers with differing L2 proficiency switch from L2 to their L1 during their writing process (Wang, 2003). Meanwhile, Lucas and Katz (1994) claim that students with low proficiency in English will only have their native language as effective means for providing access to content development in essay writing. Therefore, Stapa and Abdul Majid (2009) have come out with an experimental study to investigate the use of L1 in L2 composing. In the study, the subjects are divided into two groups, namely the experimental and the control group. The subjects were given a training session in the beginning to familiarize them with the procedures. Then they were given passage for reading in English related to the essay topic a day beforehand so that they could gather some ideas on the topic. On the first day of the treatment, the experimental group is allowed to generate ideas using their L1 while the control group can only generate ideas in L2. From here, we can see that the design of this study is very detailed and properly planned as the researcher even thought of giving a training session beforehand to make sure that the experiment can be carried out according to the procedures.
Data management and analysis of this study was performed using t-tests. The means and standard variation of the overall score was carefully plotted into tables. Furthermore, the researcher also presented a descriptive analysis in terms of overall score, content, organization, vocabulary, language and mechanics of the writing process (Stapa & Abdul Majid, 2009). The results of the study show that the students in the experimental group have outperformed those in the control group. This concludes that the use of L1 in L2 writing classroom with low proficiency students produce better quality essays. Therefore, it is by no means harmful to use L1 in teaching L2 writing among the low proficiency students. From this conclusion, we are able to the positive transfer of L1 in terms of strategy (Yan, 2010). The correlations of L1 and L2 can be drawn as conceptual activities occurred in L1 during writing in L2. The concepts of word functions and sentence structures are transferred from the platform of L1 into the platform of L2. The researcher in this study therefore recommends the use of L1 for L2 writing classroom as it can trigger background knowledge among the learners.
Last but not least is the reading skill acquisition in L2 learning classroom. The use of L1 does not only constrain to the area of vocabulary learning and ideas developing in writing, it also encompasses the area of reading. Reading in L2 is not a monolingual event; L2 readers have access to their L1 as they read, and many use it as a strategy to help comprehend an L2 text (Upton & Li-Chun, 2001). Little research has been conducted to determine what role the L2 plays in the reading strategies of L2 readers. However, several studies have revealed that many variables are involved in and influence the L2 reading process. Upton and Li-Chun (2001) in their study entitled ‘The role of the first language in second language reading’ seek to explore when L2 readers use their cognitive resources and how this cognitive use of the L1 helps them comprehend and L2 text. Furthermore, the researchers also want to investigate how L1 influences the reading and comprehension process of L2 readers. The study carried by the researchers adopted the qualitative methodology. The subjects were divided into three groups based on their scores on the Michigan Test of English Language Proficiency (MTELP) (Upton & Li-Chun, 2001). The subjects were tested on think-aloud verbal protocols and given retrospective interviews. These procedures are done to assess how students use their L1 and their L2 during the actual act of reading. The results show that the intermediate ESL students tended to think about and process the L2 reading task using their L1 more frequently than the advanced ESL students. Taken together, this study shows that L1 is certainly turned on and actively used by L2 readers as they seek to make sense of an L2 text. Overall, the researchers did a great job in drawing out the role of L1 in L2 reading comprehension and addressed the research questions aptly by showing that L1 plays a vital role in second language reading.
In conclusion, this paper has reviewed the research questions concerning the effects of using L1 in L2 learning classroom be it in vocabulary learning, ideas developing and reading comprehension. From the four related articles, we can summarize that L1 plays a vital role in the acquisition of L2 and the effects that it brings about are positive and constructive. Educators should consider using L1 especially when dealing with students with low proficiency in L2. Furthermore, the four related studies also set out to measure to what extent of the use of L1 increases the performances of L2 learning. From the findings gathered, it is proven that L1 stirs and triggers the conceptualization and idea formation of L2 learning. L1 facilitates the learning of L2 to the extent that it encourages low proficiency learners to block out their filter, frustration, and confusion towards the unfamiliar L2. It also promotes the performances of L2 learners in terms of vocabulary learning, idea developing in writing and reading comprehension. Further investigation and experimentation into the use of L1 in L2 learning is strongly recommended to draw more implications that can contribute to the field of second language acquisition and education as well. Future research on the role of L1 in L2 speaking classroom may be a great and interesting field to venture in.
Example 2: How Manipulatives Affects Math Achievement Education Essay
Manipulatives help students get started, but manipulatives alone are not enough for complete understanding. Teachers have to lay a clear path and connect the dots between concrete, representational, and abstract understanding.
The purpose of my research is to examine the effects of computer-based manipulatives on problem solving and the students’ attitudes toward computer-based learning of mathematics concepts. The focal point will be to introduce new 4 geometry concepts to middle school students in my 6th grade class. I plan to experiment by initially introducing the geometry concepts using the computer-based manipulatives for concrete understanding. Next the lesson plan will have students represent their concrete understandings (representational) by drawing pictures. Finally, the lesson plan will end with word problems and challenging questions to support the process of transferring abstract understanding.
I.1 Introduction: The Problem (clearly articulate problem, Why action research?)
“To understand is to invent” — Jean Piaget
I chose math to do an action research study because I enjoy teaching mathematics. In my career as a teacher, mathematics is the subject that I find that students seem to have the most apprehension and lack the most prerequisite skills.
At the start of the school year, I find that most of my students have not mastered even basic mathematics fact and concepts. For example, when I give the basic 5 minute multiplication drill at the beginning of the year most of my students take upwards of 12–16 minutes to complete. 5th grade topics like multiplication using decimals, place value, comparing basic fractions, etc. all require “remedial” lessons.
My immediate response it to try to work in daily multiplication drills…[saxon]
So as they move into a middle school curriculum, they have difficulty understanding and retaining more abstract Algebra and Geometry concepts.
The obstacles are reflected in test scores. The biggest challenge I see is with Brief Constructed Responses (BCR’s).
Examples [mdk.org]
Student responses lack procedural and conceptual understanding. In reading many of my students BCR’s they lack problem solving skills to answer the short answer portion correctly. In the written explanation part of the BCR they lack conceptual understanding and have trouble explaining the “How” and “Why”. In some cases this could simple be due to poor written communication skills.
While planning for my third grade math class, I often wonder to myself how effective is the use of computer-base math on students’ problem solving. What are students’ attitudes toward computer-based mathematics and, what effect their attitudes have on implementation of computer-based math?
A popular approach in elementary, to help students understand abstract concepts, is the use of manipulatives. Easy to see and touch, manipulatives make it easier for students and teachers to represent abstract concepts and relate these concepts to prior knowledge. I am curious to know if using manipulatives can play a part in addressing my problem. Teachers have to lay a clear path and connect the dots between concrete, representational, and abstract understanding.
I used these techniques independently of each other, put never together as a cohesive unit… As a teacher I felt like I got more understanding, but I never objectively measured it.
I.2 Introduction: Prove the Problem (clearly illustrate, give examples, describe the nature of…)
My research will answer these questions by looking at the effect computer based mathematics curriculum have on problem solving. Problem solving is one of the hardest concepts for students to grasp especially in word problems. Students generally have a difficult time determining what information they need or which operation they should perform. Difficulty comes from the inability to understand the wording of the problems. In my school here at Sadie Tillis I believe the problem stems from the lack of background knowledge and the meager help these students receive from home. Sadie Tillis is a Title 1 School which means the majority of our students are on free or reduce lunch. We are also a Reading First School. Sadie Tillis is located on the southwest side of Jacksonville, Florida. Our students come from two low income apartment complexes, trailer parks, and at least three stable sub divisions. Fifth grade students at Sadie Tillis have a history of low FCAT math scores. Students in grade 3 and 4 have shown progress, but fifth graders are still struggling to meet the standards in math.
This problem is the reason I decided to look at the effect computer-based math program have on problem solving. I think fifth grade math students need an extensive background in math, which most of our students do not have. The deficiencies do not surface until later grades. If I can find a way to bridge the gap in the earlier grades it will prevent the deficiencies in upper grades. I am a 3rd grade teacher at Sadie T. Tillis Elementary. I am also a member of the Jacksonville Urban Systemic Initiative in Jacksonville, Florida. I received my master’s degree from The University of North Florida.
I.3 Introduction: Relevant Information (details, available recourses, etc)
For the last two years, my sixth grade class, has been an all male class. This year my class of 28 students included 2 Pilipino, 4 Spanish, and 22 African American males. Even prior to having an all male class, I made a commitment to nurture and encourage my male students to work hard and excel particularly in mathematics. By the end of this year, I had 10 boys in a class of 28, that consistently demonstrated the ability to excel in math. These students consistently scored advanced on the 16 state unit tests I gave this year and on the end of year math benchmark exam. But most of my class was content to do mediocre work, doing just enough to get by.
I teach in Fort Washington, Maryland, a neighborhood situated behind the elegant new National Harbor convention center and resort, a 300 acre, 2 billion dollar waterfront resort. Located in a suburb of the South East part of Washington, D.C., this school is surrounded by a community of working- and middle-class families. Fort Washington is a prosperous community, with a household median income over $100,000. Fort Washington has a 70% majority African American population, 20% White, and 10% Hispanic, Asian, Indian, etc. There are about 25,000 people and 8,500 households and 40% of them are separated or divorced families. Parent participation at my school has been very low, I may have about 5 parents each year who consistently inquire and follow up on their child’s academic performance.
I am a graduate of this school and grew up in this neighborhood. After leaving a career as a computer programmer and IT trainer. I have since then, been a 6th grade teachers for five years, teaching all subjects at Fort Foote Elementary. I have a passion for teaching and finding answers to my questions about improving education for African American and minority male students in particular. That passion comes from many years of watching young men struggle and not reach their true potential. They struggle to make a living and for many the financial strain leads to the break-up of the family.
Now as a teacher I am part of the system and I would like to see that system change. I was quick to realize that I need to make some changes in my strategies in order to be a more effective teacher. I must say that I was not pleased with my own performance this year. Generally 2/3 of my class scored “proficient” or below 70% on math unit assessments. Only 30% of my students consistently scored of 70% or “advanced” on math unit assessments. My motivation is that, I can do better and my students can do better. But I wonder how can I help my students?
I began my research with the following question: What strategies will best help my students better understand and be successful in mathematics? I started to try and identify the factors that may cause the young men in my class to underperform in math. In student journals This year to gain insight For writing warm-up I had the students respond to 2 questions what do you like about school? And How could Math class be better? I found that boredom was a major recurring theme.
From my own observations, I notice real quick that a lot of my male students have a hard time mentally focusing and just physically sitting still for extended periods of times. Tapping on the desks and chairs, nervously tapping with rulers, pencils or pens, doodling on paper, the desk, chairs is a regular occurrence in my class. The new thing is drawing tattoos all over their arms with pens in class. One classroom management technique I used to manage these behaviors this year was to let them go to the bathroom and get water during the day. one at a time except during lecture time. Many teachers do not let the students leave the room at all during the day except during lunch and recess.
Observing how much the students like to draw, I started to look for ways to integrate drawing into the math lessons. Mammoth teaching guides… Work samples… From a teaching
My instinct tell me I strongly believe Manipulatives have been found as a tool that helps facilitate students understanding of mathematics concepts (Reimer & Moyer, 2005; Steen, Brooks, & Lyon, 2006; Suh & Moyer, 2007; Suh, Moyer, & Heo, 2005). The positive results appear to be due to the visual and kinesthetic nature of these manipulatives and students’ ability to use them interactively (Reimer & Moyer, 2005; Suh et al., 2005).
Resources
Virtual Manipulative Web sites
Web Addresses
Library of Virtual
Manipulatives
eNLVM
Illuminations
http://illuminations.nctm.org/
Interactivate
http://www.shodor.org/interactivate/activities/
MathTools
http://www.mathforum.org/mathtools/
Arcytech
Illuminations
Algebra concepts
http://illuminations.nctm.org/ActivityDetail.aspx?ID=26
II.1&2 Literature Review: Identify resources & Inform what others have written
“Many people regard mathematics as the crown jewel of sciences. Yet math has historically lacked one of the defining trappings of science: laboratory equipment. Physicists have their particle accelerators’ their electron microscopes: and astronomers, their telescope. Mathematics, by contrast, concerns not the physical landscape but an idealized, abstractworld. For exploring that world, mathematicians have traditionally had only their intuition” (Klarreich, 2004, p 266). Now, computers are starting to give mathematics the lab instruments they have been missing. A study by Klarreich (2004) discusses the role computers play in mathematics. The authors stated that computers’ power is enabling mathematicians to make quantum leaps into mathematics. Computers take only seconds to calculate and create beautiful graphics of three-dimensional shapes. Computers can solve complex problems and computers can remediate students in mathematics. A study by Leigh (2004) discusses the idea that games promote cognitive and problem-solving skills. The paper states that most children are “masters of the game. Young children can sit at a computer for hours on hours playing computer games. Therefore, since children like playing game, teachers should create computer math game so that students may practice computation on the computer. The computer games should include learning strategies to increase students’ comprehension. These games should reinforce learning, provide immediate feedback, and improve test-taking skills. The computer math practice can also be used to replace drill work. Computer games can be constructed to meet the curriculum objective. Another study by Lederman & Niess (1999) discusses the role computers play in helping students study math and science in the real world. The authors’ primary point is that computer technology, along with other technology enhancements, affords students and efficient means through which higher level thinking skills can be enhanced. The authors state that math should be “authentic.”A study by Cyr (2004) examines a gifted boy who used an accelerated math computer curriculum to challenge his intellect. A teacher of the gifted decided to do a case study on the effectiveness of accelerated computer math, in order to enrich a gifted student she had in her class. This student scored a 150 on the Otis Lennon Exams and had a 99th percentile rank complete battery score for the fifth grade Stanford Achievement Test, as well as the higher rank possible on the TOMA ( Test of Mathematics Ability). The computer math
II.3 Literature Review: Summarize main findings from articles
III.1 Action Research Plan: Detail the specific actions you used to improve your problem
Based on the research and my experience manipulatives can improve understanding, I think drawing gives students a method of problem solving that is more natural (visual and kenestitc). The computer program that will be used in this study is Edutest. Edutest is a computer program that focuses on problem solving strategies, geometry, number sense, logic patterns, measurement, probability, and word problems that are in line with the district standards. The students will work independently on the computer with computer-guided instruction. During the study, students will take a pre-test and posttest as well as on-going daily instruction in mathematics along with teacher made assessment tests in mathematics to measure their achievement levels. I will also take an attitude survey to gauge their feeling about using computer mathematics. A survey was given pre study and post study. This information was used to assist me in planning and implementing computer-based curriculum and to see whether their attitudes towards computer math will have an effect on how well they implement the program.
III.2 Action Research Plan: Describe changes throughout the study
[describe everything you tried to do to improve your problem]
Incorporate more writing
III.2 Action Research Plan: Describe data you are collecting and the rationale for each
IV.1 Results: Clearly write a list of assertions: how your problem was improved
IV.2 Results: Assertions: how your problem was not improved, new concerns
IV.3 Results: Proof your assertions using your data: convince. Data reliable?
V.1 Conclusion: Summarize your study
[Insert Abstract here]
V.2 Conclusion: Suggestions: What can others gain?
V.3 Final Reflection: Overall learning process?
From 123helpme blog
