Personalized Learning

Introduction:

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In the realm of higher education, the quest for effective and engaging teaching methodologies continually evolves. This project embarks on a transformative journey, leveraging the principles of Interest Theory, to design a personalized learning model tailored for undergraduate chemistry core classes. Recognizing the profound impact of individual interests on learning outcomes, the initiative adopts a comprehensive approach, encompassing both instructor training and student in-class treatment.

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Theoretical Foundation:

The cornerstone of this project lies in the rich framework of Interest Theory, acknowledging that students are more likely to thrive when their unique interests are integrated into the learning experience. Grounded in this theory, our model aims to navigate through the four phases of interest development – triggered situational interest, maintained situational interest, emerging individual interest, and well-developed individual interest.

Mockup Example: Undergraduate Chemistry Core Class

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Instructor Training:

1. Phase 1 - Triggered Situational Interest:

   • Provide instructors with a workshop introducing the concept of Interest Theory and its relevance in the chemistry curriculum.

   • Demonstrate how to identify key elements within the core content that can trigger situational interest among students.

2. Phase 2 - Maintained Situational Interest:

   • Conduct training sessions on interactive teaching methods that sustain student engagement.

   • Guide instructors in incorporating real-world applications of chemistry, aligning with diverse student interests.

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Student In-Class Treatment:

1. Phase 3 - Emerging Individual Interest:

   • Implement introductory class activities allowing students to explore various branches of chemistry based on personal preferences.

   • Offer diverse project options that align with individual interests, fostering a sense of autonomy in learning.

2. Phase 4 - Well-Developed Individual Interest:

   • Facilitate collaborative projects where students delve deeper into specific areas of chemistry aligned with their evolving interests.

   • Encourage the creation of a personal portfolio showcasing their journey from triggered interest to well-developed individual interest.

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Through this innovative model, we aim to create a dynamic learning environment where both instructors and students actively contribute to and benefit from the cultivation of individual interests within the undergraduate chemistry core class.