06: Learning and Real-World Experience

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Ever wondered why some students, despite knowing all the textbook answers, falter when it comes to applying their knowledge in real life? We get to the bottom of this conundrum in our enlightening conversation with Mike, a co-founder of the Competence Institute. Together, we unravel the enigma of the GLIB student and expose the detriment of misunderstood words on comprehension. We passionately argue for a shift towards understanding and applying, rather than rote learning and test-oriented education. Mike also generously shares his arsenal of strategies for fostering application-based learning, such as immersive methods and project-based tasks.

What if we told you that the future of education could be brighter and more engaging, emphasizing comprehension over memorization? In our second segment, Mike and I dare to envisage this optimistic future, wherein every student achieves a deep, practical understanding of their subjects. We discuss the transformative mission of the Competence Institute and the potential strides we can make through collaboration and advocacy. This episode is both a call to action and an invitation to join us on this exciting journey towards revolutionizing education. We end on a high note, reminding our listeners that true learning is about embracing understanding and applying knowledge. This is more than a discussion; it's a roadmap to a more competent and inclusive future for education.

Takeaways

-Understanding the GLib student is crucial in education, as it focuses on the ability to apply knowledge rather than just recite information.
-Misunderstood words can hinder deep understanding and practical application of concepts, and it is important to identify and clarify them.
-Modern education systems often prioritize standardized testing over individualized understanding, but there is a growing recognition of the need for application-based learning.
-Studying for application means learning with the intention of using knowledge in real-world scenarios, which develops critical thinking and problem-solving skills.

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Chapters

00:00 Introduction
00:47 Understanding the GLib Student
01:58 The Impact of Misunderstood Words
02:59 Identifying Misunderstood Words
03:43 Challenges in Modern Education Systems
04:53 Studying for Application
05:31 Difference between Studying for Appl

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Episode Transcript

Ryan (00:00):
Welcome to The Competence Institute podcast.
I'm Ryan, co-founder of theInstitute.
In today's episode, we'reexploring a crucial aspect of

learning (00:09):
understanding the GLIB student.
Joining me is Mike, my fellowco-founder.
Together, we'll uncoverstrategies to enhance real
understanding in education, withan emphasis on the ability to
apply the information learned.
Mike, it's great to have youhere.

Mike (00:27):
Thanks, Ryan.
It's a pleasure to be here,especially to discuss a topic
that's so pivotal in educationtoday.

Ryan (00:35):
Exactly.
Let's dive right in.
What exactly is a GLIB studentand why is this concept
important for our listeners?

Mike (00:44):
Ryan, a GLIB student, is someone who may appear well-
versed in a subject but lacks adeeper, practical understanding.
They can recite information butstruggle to apply it.
This is a key issue in today'seducational landscape, where
real understanding and theability to take information and

(01:05):
put it to work in the real worldis vital for long-term success.

Ryan (01:11):
Okay, this is vital, of course.
To get into how this can beaddressed practically, can you
tell us how misunderstood wordsplay into this, Mike, and how
can identifying and clarifyingthem make a difference?

Mike (01:27):
Misunderstood words are often the root cause of
confusion and superficiallearning.
By identifying and clarifyingthese words, students and
professionals alike can achievea more thorough and practical
understanding of their subjects.
It's about ensuring clarity atthe foundational level.

Ryan (01:48):
That's intriguing.
Mike, Can you give an exampleof how a misunderstood word
could impact a student'slearning process?

Mike (01:56):
Sure, Ryan.
Take a word like constitutionin a civics class.
If a student misunderstands itas just a document, rather than
understanding its role ingoverning, they miss the essence
of the entire subject.
This gap in understanding canlead to a domino effect,

(02:16):
hindering further comprehension.

Ryan (02:19):
I see.
So how should students oreducators go about identifying
these misunderstood words?

Mike (02:27):
It starts with being vigilant.
Both the teacher and thestudent share responsibility in
this.
They must both be aware of thestudent's response to learning
materials.
There are, in fact, exactresponses that can be spotted in
a student when studying thatindicate he or she has a
misunderstood word.

(02:47):
For example, if there's asudden disinterest or confusion,
it's often a sign.
Educators should then work withthe student to backtrack and
pinpoint where themisunderstanding began and
locate the misunderstood word.

Ryan (03:04):
That makes sense.
But why isn't this approachmore prevalent in modern
education systems?

Mike (03:11):
Well Ryan, modern education often emphasizes
curriculum completion andstandardized testing over
individualized understanding.
This system can overlook theunique learning pace of each
student, where suchmisunderstandings can hide.
By focusing more on individualcomprehension, we can better

(03:33):
address these gaps.

Ryan (03:37):
So in a way, it's about tailoring education to the
individual rather thanone-size-fits-all approach.

Mike (03:45):
Exactly, Ryan.
Every student has a unique wayof processing information.
By acknowledging and addressingthis, we can make education
more effective and meaningful.

Ryan (03:57):
This is certainly a perspective that needs more
attention.
Thanks for shedding light onthis, Mike.
It sounds like a game- changerfor both students and educators.

(Mike (04:06):
It is.
) Moving on to another importantaspect, Mike, let's talk about
the importance of studying forapplication rather than just for
test preparation.
Why is this distinction crucial?

Mike (04:21):
Ryan, studying for application means learning with
the intention of using thatknowledge in real-world
scenarios.
It's about understandingconcepts deeply enough to apply
them, rather than justmemorizing facts for a test.
This approach develops criticalthinking and problem-solving
skills, which are essential inevery aspect of life.

Ryan (04:45):
That sounds vital for holistic education.
Can you provide an example ofhow studying for application
differs from studying just topass a test?

Mike (04:56):
Certainly.
Take a subject like mathematics.
Studying just to pass a testmight involve memorizing
formulas.
However, studying forapplication involves
understanding why those formulaswork and how they can be
applied in practical situationslike engineering or economics.

Ryan (05:17):
I see.
That approach seems morebeneficial in the long run.
Why do you think this isn't thenorm in most educational
systems?

Mike (05:27):
The primary reason, Ryan, is that our education systems
are historically built aroundstandardized testing.
These tests often measure astudent's ability to recall
information rather than apply it.
There's a growing recognitionof this gap, but changing an
entrenched system takes time andconcerted effort.

Ryan (05:49):
So, what can educators and parents do to foster this
approach of studying forapplication?

Mike (05:56):
Educators can design curriculum and assessments that
require students to applyconcepts in new and varied
contexts.
Parents can encourage theirchildren to explore real-world
applications of what they learnand to always ask how and why
about the information theyencounter.

Ryan (06:17):
That's a proactive approach.
How do you see the future ofeducation evolving to
incorporate more of thisapplication-based learning?

Mike (06:26):
We are seeing a gradual shift, Ryan.
More educational institutionsare recognizing the value of
application-based learning andare starting to integrate
project-based tasks andreal-world problem- solving into
their curricula.
It's a positive trend that weat The Competence Institute are
contributing to, to ensure thattrend continues.

Ryan (06:50):
Absolutely.
Thanks for those insights, Mike.
It's clear that studying forapplication has far-reaching
benefits for students' overalldevelopment.
We've covered some importantground today, Mike.
Now let's talk about practicalimplementation.
How can our listeners, whetherthey are students, educators or
even professionals, startapplying these strategies in

(07:13):
their learning or teaching?

Mike (07:15):
The first step is awareness.
Recognizing the need for deepunderstanding and application in
learning is crucial.
For educators, this meansdesigning lessons that go beyond
textbook knowledge, encouragingstudents to explore and apply
concepts.
For students and professionals,it involves approaching
learning with curiosity and adesire to apply knowledge in

(07:39):
real-world scenarios.

Ryan (07:43):
Can you suggest some specific strategies or tools
that might help in this process?

Mike (07:50):
Certainly.
Interactive learning methods,project-based learning and
real-world problem-solvingactivities are great tools.
Of course, this is a key partof the mission of The Competence
Institute and our programs.
We provide tools and guidanceto ensure the GLIB student
becomes proficient in real-worldapplication and able to achieve

(08:11):
success with any given area ofstudy.

Ryan (08:15):
These sound like effective approaches and, of course, I
love the results we help peopleget with our programs at The
Competence Institute.
However, why aren't thesemethods more commonly used in
our education systems?

Mike (08:30):
There are a few reasons, Ryan.
One is the inertia oftraditional education systems,
which have long been gearedtowards standardized testing and
a one-size-fits-all approach.
Another is the lack ofresources or training for
educators to implement thesemethods effectively.

Ryan (08:48):
That's a significant challenge.
How can we, as a community,support the shift towards these
more effective learning methods?

Mike (08:58):
Community support is key.
This can involve advocating foreducational reform, supporting
teachers in professionaldevelopment and providing
resources for schools to adoptmore interactive and
application-focused teachingmethods.
Parents can also play a role byencouraging these approaches at
home and in their interactionswith schools.

Ryan (09:21):
It sounds like a collaborative effort is needed.
Finally, Mike, how optimisticare you about the future of
education in this regard?

Mike (09:31):
I'm very optimistic, Ryan.
We're seeing a growingrecognition of the importance of
deep understanding andpractical application in
education.
With continued advocacy andcollaborative efforts, I believe
we can make significant stridesin transforming how we teach
and learn.

Ryan (09:50):
That's an encouraging note to end on.
Thank you, Mike, for sharingyour insights and strategies
with us today.
To our listeners, we hope thisepisode inspires you to think
differently about education andlearning.
Remember, The CompetenceInstitute is here to support you
on this journey.

Mike (10:08):
Exactly.
And for everyone listening,remember effective learning is
about understanding and applyingknowledge.
We're here to support anyonewho is ready and interested in
this type of approach.