real learning for real life essay

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Real Learning Takes Place Through Experience (Essay Sample)

Table of Contents

Introduction

Formal or academic learning starts at preschool and continues even after college. But mostly, the hardest yet most valuable lessons can be had only through real-life experiences. Learning through experiences shapes us as a person. The idea of having to live with the consequences of one’s decision can be scary and daunting. But the way you will change and evolve is a continuous process that’s worth it.

If you need to write about learning through experiences, it is best to look up an essay writing service provider who could help bring your ideas to life.

Essay on Importance of Learning Through Experience

We oftentimes limit our understanding of learning as everything we process inside a classroom. The different fields or subjects studied in school are applied in real life, both theoretically and practically. Subjects such as science, mathematics, language and literature, and values education are also applicable in everyday life.

Armed with academic know-how, a student can use head knowledge in decision-making and troubleshooting scenarios.

However, people who are textbook-smart are quite different from those who are known to be street-smart. There is a difference between performing in a classroom setting and responding to actual situations.

Learning through experience and in the real world can sometimes be a matter of life or death, compared with theoretical dialogues held within the four walls of a school.

That being said, it is a proven fact that people who are college-educated are known to make wiser decisions as they are able to apply what they have learned in school.

Skills in logic and critical thinking that they gleaned in the process also come in handy.

Knowledge is Power

The more you know in life, the more wisdom you have in terms of making decisions in work or job applications and career development. 

Strategic and organizational thinking also play important roles in the process of learning.

Applying What You Know

True knowledge is wisdom applied, and it must be done in the absence of any neglect or misuse.

Real learning through experience takes stock of previous experiences, gathering lessons, and learning to apply them honorably.

In life, there is always an opportunity to apply theories or theses that we bring with us from our academic education. The real test is not actually in the classroom but in the real world.

The Equally-Good Benefits of Academic Learning

Schools not only offer theories and concepts on how to survive different situations. They arm us with the techniques and skills necessary to be successful in life.

That being said, an academic education gives us an edge over other people who have not attained any degree in universities and colleges.

Education makes us smarter and tougher than the rest who have not been as fortunate to finish their schooling.

Advantages and Benefits of Life Experiences

Life experiences are treasures to learn from, as many of them are scenarios we don’t usually study about in school. At the same time, most of us make mistakes in life. Through these wrong decisions, we learn to glean lessons that we take with us moving forward.

Good or bad, life experiences can either strengthen and toughen us up or scar us for life.

The Value of Our Response

Some people are wise and humble enough to turn a negative experience into an opportunity to grow and become better. In addition, these experiences become a permanent part of our personal history.

If we respond positively, the changes we experience could help us journey with other people who go through something similar.

Learning Experiences Are Varied

There are many types of learning experiences and some of those may represent failure or weakness, causing us to sometimes be hard on ourselves.

But we have the power to change our perspective and choose to move forward with hope and optimism in the face of a bad experience.

Trauma and Becoming Better People

Healing from a traumatic experience can be tough and tedious, but when the inner work is done well, the result always benefits the person and his community.

In this light, harsh experiences are still worth going through just as much as a near-perfect experience.

While we prefer the comfort of growth without pain, pain offers a unique voice in our stories and teaches us hard things.

Learning from Life is a Community Project

Life experiences are not solo journeys. As you learn from experience, others feel the impact. You will either be a bigger blessing to them or a heavier burden, depending on how you respond to the lesson.

Real-life experiences shape and mold us in a way that affirms our identity and purpose. This is why all life experiences outside the classroom are worth keeping and remembering.

Short 1 Minute Speech on the Importance of Learning Through Experience

The learning process of a person happens throughout the course of his life. Most commonly, we think of schools as the best place for this to happen. We don’t often consider the importance of learning through experience.

There is much to be said about how learning occurs in a classroom. You have a community of co-learners and a teacher to help aid your learning curve. But informal learning also offers unexpected benefits.

Active experimentation, reflective observation and self-reflection are three things that can happen when learning through experiences. In this scenario, a person is given the opportunity to connect mind, heart, and hands.

This results in a transforming experience that reading books, while important, may not always offer. With different outcomes to consider, a person is exposed to the consequences of his actions and decisions.

Personal involvement always leads to personal growth. A concrete experience that allows someone to live through the fruits of his decisions always prunes a person.

With each learning experience comes an incredible opportunity to become better people, whether or not the outcome was favorable.

What does it mean to learn through experience?

Learning through experience means opening yourself to the certainty of growth. It also recognizes that good or bad consequences are both valuable in shaping you as a person.

Why is learning through experience important?

Taking an experience and learning from it is so beneficial to our growth as human beings. It increases our resilience and our capacity to relate with others in light of critical situations. It also encourages decision-making, accountability, and ownership.

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Real learning: learning for everyone.

Real Learning: How To Implement Informal Learning On Your Own 

My previous article tracked the ten year rise of informal learning from obscurity ago to top organizational priority. Managers and executives are embracing the concept of informal learning and its brethren social learning and experiential learning. It’s hip. They believe it’s cheap. It’s already 90% of the way people become proficient at their work.

Management gives lip service to worker autonomy and freedom to choose. They tell the entire workforce they are now responsible for their own learning.

That’s often as far as it goes.

There’s no attempt to transfer the expertise of Instructional Designers and the wisdom of neuroscientists to the people who now need to become their own personal Instructional Designers. This is foolish. We know a lot about how people can improve their learning –it ain’t schooling– and we haven’t shared that knowledge. For shame.

The Real Learning Project 

That’s why I created The Real Learning Project : To share what scientists and practitioners know about learning effectively.

My book Informal Learning: Rediscovering the Natural Pathways that Improve Learning and Performance defined informal learning, described its monetary and intangible benefits, offered examples, and provided advice to managers.

My new book, Real Learning: Work smarter, advance your career, and live a better life , gives instructions on how to implement informal learning on your own.

Real Learning Defined 

Real Learning is learning as a life skill. It is learning from experience, from other people, from work, from feedback, and from courses and workshops.

Real Learning begins when you Discover a new idea, Assess it for worthiness, Act upon it, Reflect on it, and perhaps share it with others.

Not that the process is that neat. The four steps overlap one another. It’s more like they are being whirled in a blender to create a Real Learning smoothie.

You are learning all the time, taking in new information and making sense of it. Real Learning is rarely schooling. With Real Learning, you learn by doing, through conversations, and from the school of hard knocks. You, rather than a teacher or institution, are in charge of the process.

Learning is something that you own and experience continuously, with other people, in your life and your work. Most Real Learning deals with tacit knowledge, the things you cannot write down.

It is about doing. The knowledge acquired through doing is what separates a professional chef from a home cook following recipes in a cookbook. Tacit knowledge, that is, practical know how, cannot be captured on the pages of any book. It calls for judgments, emotions, and complexities that you only absorb through experience. Tacit knowledge does not simply inform you, it makes you a better person.

The basic difference is that explicit knowledge adds to what you know. Tacit knowledge transforms who you are.

Real Learning focuses on acquiring tacit knowledge from experience and conversation. It accentuates what makes us human. Challenge. Variety. Growth. Relationship-building. Judgment. Complexity. Human skills. This is where value is created. Expanding your experience is the way to get there.

To advance your career, you have to expand your work to include what you want to know and become. Whatever it takes in your organization, get assigned to situations you can learn from. Do not let yourself stagnate. What is good for you and good for them?

Before signing up to learn this way, people need strong motivation. Change is not frivolous. The book begins with self assessment exercises and introduces a means of keeping track of progress. Then you’re asked to write down your goals. (Merely writing your objectives down makes it more likely you’ll shine.)

With personal goals to encourage you to participate, Real Learning provides advice on how to:

• Learn from experience without instructors or classrooms.
• Work smarter and have more impact.
• Learn faster and remember more.
• Embrace openness and learn out loud.
• Make sound learning practices into lifelong habits.
• Co-create knowledge with colleagues.
• Plan how to achieve your growth goals.
• Learn to be the person you aspire to be.

Real Learning provides techniques and the opportunity to practice these:

• Self analysis and goal setting.
• How people learn in organizations.
• Casting your net into the feeds and flow to extract the good stuff.
• How to learn –and demonstrate mastery– with curation.
• Becoming a search ninja.
• Refining your crap detectors.
• Strengthening your memory.
• When to take breaks.
• Sketching things out.
• Conditions/attitudes for optimal learning.
• Seeking new challenges, leaving “FamiliarLand”.
• Taking on stretch assignments.
• Social learning, conversing, making relationship work.
• Participating in a community of practice.
• Reflection – on what’s learned, how it’s learned, and how to improve the process.
• Working out loud.
• Getting feedback.
• Talking business.
• Breaking nasty habits.
• Being mindful.

FamilarLand? 

You are the sum of your experiences. Experience has shaped your personality, your habits, your mindset, your values, and your brain’s wiring to make you who you are.  It is everything you have learned. I call it FamiliarLand.

FamiliarLand is your comfort zone.

Since you already know everything in FamiliarLand, there is nothing for you to learn there. Learning is a journey from FamiliarLand into Unknown Territory. In Unknown Territory, you will experience new things and link them to what you already know. Learning requires leaving FamiliarLand to try new things.

Often the most practical way to experience Unknown Territory is to take on Stretch Assignments.

First Principles 

Naturally, The Real Learning Project has my fingerprints all over it. The book builds on the philosophy I’ve been spouting for years:

While cleaning up my office this afternoon, I came up this list of essentials for effective informal learning I wrote a couple of years ago.

I don’t know if I’m in a rut or simply unwavering in my beliefs, but I was surprised to find that every one of these appears in nearly the same language in my new book. (I’d forgotten that I’d written the earlier list.)

• Most learning is self directed. Give people the freedom to chart their course. Make sure resources are readily available and easy to find.
• Set high expectations, and people live up to them. Help people make sense of and prosper in the world and the workplace. Facilitate social networks that enable people to compare their situation with others.
• Conversations are the stem cells of learning. Foster open, frequent, frank conversations both virtually and in person. Praise courageous conversations.
• People learn by doing. Encourage experimentation.
• Ensure that managers and mentors understand the impact of stretch assignments. Learning is experiential, and stretch assignments give learners new experiences.
• Teach people the least they need know to tackle things on their own.
• Make it drop dead simple to access people in the know, the lessons of experience, how-to information, and performance support.
• Learning is social. Encourage participation in communities. Make collaboration the norm. Narrate your work and share with others. Communities and guilds create and consume knowledge. If you don’t have a vibrant social network, create one.
• More than half of us work part of our time outside of the office. Ensure support is mobile.
• We want what we want, no more. Whenever possible, provide choices. Give employees the pieces to create personalized learning experiences.
• Learning is for everyone, not just novices and up-and-comers. You can’t expect to prosper without it. Make sure everyone’s covered.
• Learning takes reinforcement to stick. Seek feedback. Blog, tweet, and otherwise share your reflections. Revisiting what you learn fixes it in memory.
• Innovation is born of mashing up concepts from different disciplines. Encourage looking outside the box.
• Provide feeds for what’s going on in the team, the department, the company, the industry, and technical disciplines.
• People confuse learning with school. Build lessons on learning how to learn into the organization.

The Real Learning Project is an experiment. Borrowing a page from Lean Strategy , I released a “minimum viable product”, in this case a beta version of the book, into the market to plumb for interest. I handed out review copies and sold the beta version for $2.99. 200 people are reading the book. It’s been revised and improved four times, and we’re still in beta.

Only ten percent of the readers have provided feedback, but what they tell me is encouraging. 21 out of 21 respondents would recommend the book to a friend or colleague. Only half the group has read beyond the first few chapters.

What they like is that Real Learning is:

• Clear, actionable.
• Concise ideas, language, and opportunities.
• Practicality, examples, and simplicity.
• Embodied energy, flexibility, and variety.
• Love that it leads to other learning. Interaction and reflection.
• Lots of great ideas about how to learn and be successful.
• Practical suggestions, encouragement to just do it.
• Authentic, simple to read.
• The self directed concept, the personal learning, the way it was written.
• Very practical, resonates to what I believe real learning is.
• Its human voice.

In the next article, I’ll describe how real learning might be incorporated into the learning culture of an organization.

The print version of Real Learning will be released at  Online Educa Berlin in December 2015.

Here is more information about  The Real Learning project .

• How To Make Your Content Viral: The Example Of Real Learning
• The Real Learner
• Is Claroline Connect The First Real LMS?
• Authentic Learning Model: Creating Meaningful Learning Experiences
• Elements Of A True Learning Culture: Employee Engagement

Home » All articles » Real-World Learning: Connecting Classroom Lessons to Everyday Life

Real-World Learning: Connecting Classroom Lessons to Everyday Life

Alright, so imagine this: It’s 11 a.m. on a Monday, you’re sitting in class, probably struggling to stay awake. The teacher’s voice starts to blend with the hum of the overhead projector. You’re staring at the board, seriously wondering if you’ll ever use the quadratic equation in real life, or why on earth the mitochondria being the powerhouse of the cell should matter to you. But what if I told you that learning doesn’t have to feel so disconnected and pointless? What if I told you that the lessons you’re zoning out on are actually the building blocks for, wait for it… real life? I know what you’re thinking, "This again?" But stick with me because real-world learning is about to blow your mind wide open. 🌍💥

Table of Contents

School Isn’t Just School—It’s Prep for Everyday Life

First things first, let’s bust the biggest myth hanging over high school like a bad hair day: "School is useless. It’s just a bunch of pointless info dump." But pause for a second. What if it isn’t? What if thoughtful algebra problems and English essays are low-key setting you up for success in things you didn’t even know required those skills? Mental plot twist, right?

Let’s kick it off with math—because why not? You know when you’re calculating a sale price when you’re online shopping, or budgeting your monthly Spotify and Netflix subscriptions? Guess what, you’re using math, and not just any math, but percentages, ratios, and algebraic thinking. So when your teacher hands you yet another problem involving x, y, and z, it’s not as random as you think. It’s like low-key financial literacy in disguise, not just decimals and variables for some test. 🧠

Switch the vibe to language arts. You’ve spent years reading books and writing essays, but what if those were actually helping you craft compelling messages that you’ll use all the time? Whether it’s a bomb LinkedIn post that catches an employer’s attention or crafting the most fire bio on Tinder, you’re using the skills you didn’t even realize you were building. 📝

And let’s not forget those more hands-on classes like science labs, shop class, or even cooking in Home Ec. Not only do you get quick wins by learning practical skills, but you also understand the processes—the “why” behind the “what." You’re not just mixing chemicals for fun; you’re learning research methods that’ll come in handy whether you’re a YouTuber trying to crack the algorithm or trying to figure out which skincare ingredients actually work. 🧪✨

But the real glow-up happens when you start connecting the dots between these lessons and your future goals. Think of it as leveling up. Got big dreams of launching a startup or side hustle? The entrepreneurial world requires you to rock at more than just one skill. You need to communicate, solve problems, and even understand a little math when you’re setting your budget. Lucky for you, school is like the OG skills factory—it’s just that it’s been hiding in plain sight all this time. 🏫🎮

Yeah, real-world learning is a vibe, and it’s time we appreciate just how much our classroom experience is about more than just textbooks and tests.

How to Spot Real-World Learning in Your Life Right Now

Here’s the tea: Real-world learning is all around you, even if you don’t notice it. It’s happening every time you think critically or make a strategic decision, consciously or unconsciously. Lemme break it down real quick. Whether you’re solving a problem with the squad or trading tips on how to style vintage clothes, that’s all real-world learning. No cap. You’re picking up life lessons that are crucial in adulting, even when you don’t realize it.

For example, negotiating with your parents on curfew hours or game time? That’s just like debating, except the judge is your caregiver. Or how about managing time when you’re balancing between binge-watching that latest Netflix series and working on a school project? Time management is a straight-up survival skill in the adult world and trust me, you’re gonna need it more than you know. ⏰

Now picture this: You and your buddies are planning an epic road trip. You’re dividing responsibilities, budgeting expenditures, and mapping out the route. Guess what, that’s real-world learning 101—project management, financial literacy, and geography all rolled into one wild adventure. Next-level multitasking? Nailed it. Now, how easy was that? 🚗💸

But it’s not just in the “big” scenarios. Real-world learning shows up in micro-moments, too. Like when you’re scrolling on TikTok, learning some rad new dance moves. Muscle memory and coordination? Check. Or when you’re selecting filters on IG to get your aesthetic just right? That’s visual and artistic skills being honed, folks!

It’s all about recognizing that everything you do contributes to your growth in big and small ways. From smashing it on an exam to figuring out why your Wi-Fi isn’t working, your brain is constantly leveling up, developing skills you can drag and drop into future endeavors.

Lessons from School That Actually Matter IRL

So, what are some of the classroom lessons that can make your life better and easier in the real world? Let’s explore a few that have a direct impact on your hustle, grind, and daily life!

1. Financial Literacy

Let’s get one thing straight—whether you dream of owning a Tesla or living in a penthouse, you need to understand how money works. Budgeting isn’t just boring AF math, it’s a survival tactic. When you’re learning to balance equations or figure out percentages, you’re actually sharpening financial skills that’ll keep you from drowning in debt later. Like, balancing a checkbook may sound old-fashioned, but it’s basically understanding the ins and outs of your digital bank account in today’s world. 🏦

Picture this scenario: You head to the store, you’ve only got $50 in your pocket, and you’re out here trying not to blow it on snacks alone. Sound familiar? That’s budgeting in its rawest form. You’re using math skills and decision-making processes, whether you realize it or not. Learning this ish in school? Valuable beyond belief.

2. Communication Skills

Ever froze up when it was your turn to talk in front of the whole class? Yeah, public speaking can be terrifying, but it’s a game-changer in real life. Whether it’s asking for that well-deserved raise or pitching your idea at a startup, how you communicate matters. English class? It’s not just about Shakespeare or writing some five-paragraph essay; it’s about learning how to get your point across, clearly and effectively. Your future boss might not care about iambic pentameter but crafting an email that doesn’t sound like you’re twelve? Essential. 🗣️

The vibes don’t stop there. Being comfy with different styles of communication allows you to navigate conflicts in workspaces, with roommates, or even in relationships. Knowing how to express yourself means fewer misunderstandings and better connections. TBH, it pays to know how to say what you mean and mean what you say.

3. Critical Thinking

Ever wondered why your teacher always asks you, “But why ?” Annoying as it might be, there’s a point. Breaking down a problem or analyzing a piece of literature isn’t just class filler; it’s shaping the way you approach almost anything in life. When tech goes south during a crucial online quiz or you’re debating with friends over the best superhero movie, critical thinking is in the house. 🧠💡

Let’s say you’re scrolling through Twitter (or X—whatever Elon’s calling it now) and you come across a wild headline. Instead of just hitting that retweet button, your critical thinking skills kick in, and you’re like, “Wait, this doesn’t seem right, let me double-check.” Guess what? That’s school training right there, keeping you from spreading fake news.

4. Collaboration and Teamwork

Group projects. Ugh. We’ve all had that one person who doesn’t pull their weight, and the poor soul who ends up doing all the work (there’s no hiding in group chats, hun). But the truth is, group projects are sneaky good for you. IRL, teamwork is everywhere . Whether you’re part of a corporate team, a startup’s dream squad, or just splitting chores with your roommate, the skills honed in group projects are essential. 🧑‍🤝‍🧑

And let’s be real. Life isn’t solo; it’s a team sport. Being able to lean on others, and knowing when to step up and take charge, or when to sit back and let someone else lead—all comes from those late-night group chats about who’s gonna work on which slide. The squad goals you meet in school become life goals in the workplace. Teamwork makes the dream work, period.

5. Time Management

None of us are immune to that last-minute grind when the essay deadline is like 24 hours away, and you’re just opening a new Google Doc. But this mad dash teaches something super valuable—time management. The art of balancing work, study, and playtime is a skill you’re going to rely on for the rest of your life. Learning this now saves you from burnout or the mad scramble later. ⏳

Time management isn’t just about getting stuff done—it’s about prioritizing what should be done first. Should you crash that party or finish up the assignment that’s worth 50% of your grade? Life’s all about those tiny decisions, and mastering this skill early on will help you, whether you’re a student today, a job-seeker tomorrow, or a CEO in the future.

Different Ways to Real-World Learning Outside the Classroom

The school is actually just half the battle. The real glow-up happens when you take that learning and apply it IRL. Wanna know how? That’s what we’re getting into next. Strap in! 🚀

1. Side Hustles

We all know being Gen-Z means you’re either already working on a side hustle or contemplating starting one. That online thrift store, dropshipping gig, or digital art commissions? It’s not just a way to stack up some cash; it’s hands-on learning. When you’re running your own side hustle, you’re putting all those school lessons into practice—communication, time management, finance, and more.

Take social media management, for example. As someone growing a brand, you’re polishing communication skills, planning content calendars (time management, baby!), and understanding the analytics (math and critical thinking right there). School gives you the theory—you bring the action. And not gonna lie, watching your hustle glow? It’s a whole mood. 💰

2. Volunteering

Underrated but so valuable. Volunteering isn’t just about racking up those service hours for graduation. It’s a solid way to keep learning real-world skills outside the typical classroom environment. Whether you’re organizing a charity event, managing donations, or simply helping out at a local shelter, you’re gaining experience that looks great on a résumé and teaches you life lessons you can’t get from a textbook.

And when you volunteer, you also pick up on life lessons about empathy, leadership, and the power of community. You’re learning how to work with a team, lead when necessary, and stay humble. Not to mention, you’re building connections that might come in clutch later in life. Volunteering is like hitting life’s jackpot of real-world experiences.

3. Internships and Apprenticeships

Alright, this is where you go from XP to leveling up like a boss. Internships and apprenticeships offer hands-on experience in a career you’re interested in. Instead of just learning the theory in textbooks, you’re diving into the nitty-gritty of how a workplace operates. Imagine shadowing a professional in your dream job, collecting real actionable insights, and soaking up every tip and trick. Sounds dope, right? 🎓

But here’s the kicker: Internships often reveal what you don’t like, which saves time in the long haul. Yeah, you might walk in on day one and realize this ain’t it. That’s just as useful as figuring out what you love. Plus, adding that work experience to your résumé? Instant flex. Internships and apprenticeships are like IRL tutorials for your future career.

4. Traveling

Traveling isn’t just for the ‘gram, fam. Whether it’s backpacking through Europe, that summer trip your family takes, or simply a weekend getaway—travel teaches you a lot outside your usual frame of reference. Geography classes may have told you about the world, but traveling lets you experience it. And that’s a whole other kind of education. ✈️

When you travel, you’re learning how to navigate new environments, communicate in different languages, and adapt to all sorts of unplanned situations. Those are real-life critical thinking and problem-solving in action! Plus, you’re broadening your perspective, because suddenly, those history lessons hit different when you’re standing in front of the actual Colosseum in Rome or exploring ancient temples in Thailand. No classroom can do that.

5. Hobbies and DIY Projects

Last, but definitely not least—hobbies and DIY projects. Whether you’re into coding, video editing, sewing, or even gaming, you’re not just passing time; you’re building a portfolio of skills that holds value IRL. DIY resonates with Gen-Z energy because it embodies “I can do it myself,” but it also hones your problem-solving and creative abilities. 🎮

Take gaming, for instance. We all know that one person who’s always leading the team in online games—calling the shots, coordinating the squad. That’s strategic thinking and leadership in action, traits that carry over into other areas of life. Whether you’re editing a vlog, building a website, or creating art, it’s all valuable experience that you can—and will—use beyond your hobbies. Your hobbies today might just be the side hustle or even the full-time job tomorrow.

When School and Real Life Collide: The Sweet Spot

Let’s not beat around the bush: The gap between what you learn in the classroom and what you need to survive adulting feels real sometimes. But here’s the thing—there are ways to bridge that gap so smoothly, you won’t even realize you’re working. Schools that incorporate real-world learning as part of their curriculum do more than just teach; they prepare you. And you can try these strategies on your own, even if your school doesn’t. Ready? Let’s dive into some ways to bring real life into your student life.

1. Project-Based Learning

This one’s lit. Instead of just absorbing information, imagine applying it in a way that replicates real-life scenarios. Project-based learning can be as simple as creating a budget for an imaginary trip to Barcelona (world maps and currency conversion included) or as complex as planning a mock startup in the classroom. It’s like bringing your daydreams to life through actual tasks that mirror real-world challenges. You not only learn the core subject, but also essential skills such as collaboration, critical thinking, and even public speaking when you present the project.

By working on projects that mimic real-life applications, you start seeing how everything connects. Suddenly that history project on ancient trade routes doubles as a way to understand global economics. When we talk about making learning fun and relevant, we’re talking about this fire method.

2. Job Shadowing

Want a reality check on what your dream job is really like? Job shadowing is one way to keep it a hundred. Tag along with someone who works in the industry you’re curious about and spend a day (or two) with them. Peek behind the curtain, catch the real vibes, and see for yourself the kind of skills needed. Is it a vibe or a yikes? You’ll find out.

Job shadowing doesn’t just give you exposure; it’s a reality check. Sometimes, your expectations might clash with what actually goes down in the workplace. But that’s okay! It’ll help you make more informed decisions about your career path. Plus, imagine getting to include that on your college application or résumé. Instant flex.

3. Case Studies & Simulations

I know, I know, case studies sound boring—at least until you realize they’re basically stories with a purpose. When you dig into case studies, you’re dissecting real-world problems and figuring out how you’d solve them. Or better yet, how someone else did. Simulations need no explanation; they allow you to mimic real-life situations in a controlled environment. Think of it as a risk-free way to practice being adult AF.

And here’s the kicker—case studies and simulations can help you to see through the fog of uncertainty. You can practice solving problems without real-world consequences. Whether you’re a future lawyer arguing a mock case or a future marketer handling a simulated crisis for a brand, this experience matters.

4. Mentorship Programs

This one’s golden. Pairing up with a mentor who’s already established in your field of interest gives you a direct line to wisdom, guidance, and that all-important insider knowledge. Having someone who’s been through the grind helps you understand what to expect and preps you for any roadblocks ahead. Mix your classroom learning with real guidance? That’s the sweet spot. 💡

Being mentored is more than just shadowing someone. It’s forming a bond where both parties learn and grow. Your mentor gets to give back, and you get to soak up their wisdom like a sponge. It’s mutual gain, and it could even lead to opportunities like internships or jobs down the road. Connections like these are invaluable when making that jump from school to the real world.

5. Practical Skill-Building Courses

Apart from the usual school curriculum, there are tons of courses and workshops that focus on practical, real-world skills without drowning you in theory. Want to learn how to code? Take an online course. Wanna start your own business? There are workshops for young entrepreneurs. These platforms are tailored to get you doing rather than just reading about doing.

What makes these courses a game-changer is how they’re structured. Instead of theory overload, they toss you right into the deep end and get you working on real projects. You end up with something tangible—whether it’s a portfolio, a prototype, or a certification. It’s like academic validation, but extra. You walk away knowing you’ve got a skill that’s in demand, and the staff isn’t just there to hand you a piece of paper—they want to see you thrive.

Why All Of This Matters

So, why am I gassing up real-world learning like it’s the next big thing? Here’s the bottom line: The world’s changing fast, and we need to stay ahead. The skills you learn now aren’t just for passing exams; they’re for surviving and thriving in an unpredictable, ever-evolving landscape. Whether you plan to climb the corporate ladder, become an Insta-entrepreneur, or change the world—these skill sets are your toolkit. 🚀

Let’s face it, life doesn’t hand you a syllabus. You’ve got to treasure-hunt your way through it, collecting these skills along the way. The more you can start connecting the dots now, the smoother the transition to “real life” will be. School lays the groundwork, but it’s up to us to build on it. So keep your eyes peeled, dive into real-world learning whenever you can, and get ready to level up IRL.

Here’s the Lit List of Takeaways

• Classroom Skills = Real Life Skills : From math to English, school subjects connect to the real world in ways we tend to overlook.
• Time Management Is Life : Mastering this in school saves you from chaos later.
• Teamwork & Communication Are Key : Group projects teach you how to survive and thrive in collaborative environments.
• Side Hustles & Internships : Get that experience outside of class. It’s worth it!
• Don’t Sleep on Traveling : Real-world lessons aren’t limited to textbooks.

FAQs: Because We Know You Got Questions

Q1: Is everything I’m learning in school really going to help me later? A: Not every lesson will seem relevant right now, but think of education more like a treasure chest of skills rather than a list of must-knows. You’ll be surprised how much comes in handy later.

Q2: Can I pick up real-world skills on my own? A: Absolutely. Side hustles, online courses, volunteering, and traveling are rad ways to develop skills outside the classroom.

Q3: What if I don’t know what I want to do yet? A: Totally normal. Use the time to explore different paths through internships, job shadowing, or even just diving into hobbies. The more you try, the more likely you’ll find something that clicks.

Q4: Are internships and volunteering really that valuable? A: 100%. These experiences expose you to real-world responsibilities and help you build a network—both of which are crucial when entering the job market.

Q5: How do I make the most out of school for real-world success? A: Connect what you’re learning with your passions and goals. If you love coding, focus on math and problem-solving. If you’re into creative writing, pay extra attention in English. Tailor your learning journey to what lights you up.

Sources and References

For all the facts and figures peppered throughout, we leaned on educational pedagogy sources, research papers on the benefits of real-world learning, and industry studies on skill development. We also took a close look at Gen-Z social trends and academic journals to ensure this article is packed with the most relevant and up-to-date info for you.

Feeling empowered yet? You should be! Now, go out there and make those classroom lessons count—they’re your ticket to living your best life, one skill at a time. 🎒🔥

From the same Author:

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• 10 Innovative Teaching Strategies to Engage Your…
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What Is Learning? Essay about Learning Importance

What Is learning? 👨‍🎓️ Why is learning important? Find the answers here! 🔤 This essay on learning describes its outcomes and importance in one’s life.

Introduction

• The Key Concepts

Learning is a continuous process that involves the transformation of information and experience into abilities and knowledge. Learning, according to me, is a two way process that involves the learner and the educator leading to knowledge acquisition as well as capability.

It informs my educational sector by making sure that both the students and the teacher participate during the learning process to make it more real and enjoyable so that the learners can clearly understand. There are many and different learning concepts held by students and ways in which the different views affect teaching and learning.

What Is Learning? The Key Concepts

One of the learning concept held by students is, presentation of learning material that is precise. This means that any material that is meant for learning should be very clear put in a language that the learners comprehend (Blackman & Benson 2003). The material should also be detailed with many examples that are relevant to the prior knowledge of the learner.

This means that the learner must have pertinent prior knowledge. This can be obtained by the teacher explaining new ideas and words that are to be encountered in a certain field or topic that might take more consecutive lessons. Different examples assist the students in approaching ideas in many perspectives.

The learner is able to get similarities from the many examples given thus leading to a better understanding of a concept since the ideas are related and linked.

Secondly, new meanings should be incorporated into the students’ prior knowledge, instead of remembering only the definitions or procedures. Therefore, to promote expressive learning, instructional methods that relate new information to the learner’s prior knowledge should be used.

Moreover, significant learning involves the use of evaluation methods that inspire learners to relate their existing knowledge with new ideas. For the students to comprehend complex ideas, they must be combined with the simple ideas they know.

Teaching becomes very easy when a lesson starts with simple concepts that the students are familiar with. The students should start by understanding what they know so that they can use the ideas in comprehending complex concepts. This makes learning smooth and easy for both the learner and the educator (Chermak& Weiss 1999).

Thirdly, acquisition of the basic concepts is very essential for the student to understand the threshold concepts. This is because; the basic concepts act as a foundation in learning a certain topic or procedure. So, the basic concepts must be comprehended first before proceeding to the incorporation of the threshold concepts.

This makes the student to have a clear understanding of each stage due to the possession of initial knowledge (Felder &Brent 1996). A deeper foundation of the study may also be achieved through getting the differences between various concepts clearly and by knowing the necessary as well as the unnecessary aspects. Basic concepts are normally taught in the lower classes of each level.

They include defining terms in each discipline. These terms aid in teaching in all the levels because they act as a foundation. The stage of acquiring the basics determines the students’ success in the rest of their studies.

This is because lack of basics leads to failure since the students can not understand the rest of the context in that discipline, which depends mostly on the basics. For learning to become effective to the students, the basics must be well understood as well as their applications.

Learning by use of models to explain certain procedures or ideas in a certain discipline is also another learning concept held by students. Models are helpful in explaining complex procedures and they assist the students in understanding better (Blackman & Benson 2003).

For instance, in economics, there are many models that are used by the students so that they can comprehend the essential interrelationships in that discipline. A model known as comparative static is used by the students who do economics to understand how equilibrium is used in economic reason as well as the forces that bring back equilibrium after it has been moved.

The students must know the importance of using such kind of models, the main aspect in the model and its relationship with the visual representation. A model is one of the important devices that must be used by a learner to acquire knowledge. They are mainly presented in a diagram form using symbols or arrows.

It simplifies teaching especially to the slow learners who get the concept slowly but clearly. It is the easiest and most effective method of learning complex procedures or directions. Most models are in form of flowcharts.

Learners should get used to learning incomplete ideas so that they can make more complete ideas available to them and enjoy going ahead. This is because, in the process of acquiring the threshold concepts, the prior knowledge acquired previously might be transformed.

So, the students must be ready to admit that every stage in the learning process they get an understanding that is temporary. This problem intensifies when the understanding of an idea acquired currently changes the understanding of an idea that had been taught previously.

This leads to confusion that can make the weak students lose hope. That is why the teacher should always state clear similarities as well as differences of various concepts. On the other hand, the student should be able to compare different concepts and stating their similarities as well as differences (Watkins & Regmy 1992).

The student should also be careful when dealing with concepts that seem similar and must always be attentive to get the first hand information from the teacher. Teaching and learning becomes very hard when learners do not concentrate by paying attention to what the teacher is explaining. For the serious students, learning becomes enjoyable and they do not get confused.

According to Chemkar and Weiss (1999), learners must not just sit down and listen, but they must involve themselves in some other activities such as reading, writing, discussing or solving problems. Basically, they must be very active and concentrate on what they are doing. These techniques are very essential because they have a great impact to the learners.

Students always support learning that is active than the traditional lecture methods because they master the content well and aids in the development of most skills such as writing and reading. So methods that enhance active learning motivate the learners since they also get more information from their fellow learners through discussions.

Students engage themselves in discussion groups or class presentations to break the monotony of lecture method of learning. Learning is a two way process and so both the teacher and the student must be involved.

Active learning removes boredom in the class and the students get so much involved thus improving understanding. This arouses the mind of the student leading to more concentration. During a lecture, the student should write down some of the important points that can later be expounded on.

Involvement in challenging tasks by the learners is so much important. The task should not be very difficult but rather it should just be slightly above the learner’s level of mastery. This makes the learner to get motivated and instills confidence. It leads to success of the learner due to the self confidence that aids in problem solving.

For instance, when a learner tackles a question that deemed hard and gets the answer correct, it becomes the best kind of encouragement ever. The learner gets the confidence that he can make it and this motivates him to achieve even more.

This kind of encouragement mostly occurs to the quick learners because the slow learners fail in most cases. This makes the slow learners fear tackling many problems. So, the concept might not apply to all the learners but for the slow learners who are determined, they can always seek for help incase of such a problem.

Moreover, another concept held by students is repetition because, the most essential factor in learning is efficient time in a task. For a student to study well he or she should consider repetition, that is, looking at the same material over and over again.

For instance, before a teacher comes for the lesson, the student can review notes and then review the same notes after the teacher gets out of class. So, the student reviews the notes many times thus improving the understanding level (Felder & Brent 1996). This simplifies revising for an exam because the student does not need to cram for it.

Reviewing the same material makes teaching very easy since the teacher does not need to go back to the previous material and start explaining again. It becomes very hard for those students who do not review their work at all because they do not understand the teacher well and are faced by a hard time when preparing for examinations.

Basically, learning requires quite enough time so that it can be effective. It also becomes a very big problem for those who do not sacrifice their time in reviews.

Acquisition of the main points improves understanding of the material to the student. Everything that is learnt or taught may not be of importance. Therefore, the student must be very keen to identify the main points when learning. These points should be written down or underlined because they become useful when reviewing notes before doing an exam. It helps in saving time and leads to success.

For those students who do not pay attention, it becomes very difficult for them to highlight the main points. They read for the sake of it and make the teacher undergo a very hard time during teaching. To overcome this problem, the students must be taught how to study so that learning can be effective.

Cooperative learning is also another concept held by the students. It is more detailed than a group work because when used properly, it leads to remarkable results. This is very encouraging in teaching and the learning environment as well.

The students should not work with their friends so that learning can be productive, instead every group should have at least one top level student who can assist the weak students. The groups assist them in achieving academic as well as social abilities due to the interaction. This learning concept benefits the students more because, a fellow student can explain a concept in a better way than how the teacher can explain in class.

Assignments are then given to these groups through a selected group leader (Felder& Brent 1996). Every member must be active in contributing ideas and respect of one’s ideas is necessary. It becomes very easy for the teacher to mark such kind of assignments since they are fewer than marking for each individual.

Learning becomes enjoyable because every student is given a chance to express his or her ideas freely and in a constructive manner. Teaching is also easier because the students encounter very many new ideas during the discussions. Some students deem it as time wastage but it is necessary in every discipline.

Every group member should be given a chance to become the group’s facilitator whose work is to distribute and collect assignments. Dormant students are forced to become active because every group member must contribute his or her points. Cooperative learning is a concept that requires proper planning and organization.

Completion of assignments is another student held learning concept. Its main aim is to assist the student in knowing whether the main concepts in a certain topic were understood. This acts as a kind of self evaluation to the student and also assists the teacher to know whether the students understood a certain topic. The assignments must be submitted to the respective teacher for marking.

Those students who are focused follow the teacher after the assignments have been marked for clarification purposes. This enhances learning and the student understands better. Many students differ with this idea because they do not like relating with the teacher (Marton &Beaty 1993). This leads to very poor grades since communication is a very essential factor in learning.

Teaching becomes easier and enjoyable when there is a student- teacher relationship. Assignment corrections are necessary to both the student and the teacher since the student comprehends the right method of solving a certain problem that he or she could not before.

Lazy students who do not do corrections make teaching hard for the teacher because they make the other students to lag behind. Learning may also become ineffective for them due to low levels of understanding.

Acquisition of facts is still another student held concept that aims at understanding reality. Students capture the essential facts so that they can understand how they suit in another context. Many students fail to obtain the facts because they think that they can get everything taught in class or read from books.

When studying, the student must clearly understand the topic so that he or she can develop a theme. This helps in making short notes by eliminating unnecessary information. So, the facts must always be identified and well understood in order to apply them where necessary. Teaching becomes easier when the facts are well comprehended by the students because it enhances effective learning.

Effective learning occurs when a student possesses strong emotions. A strong memory that lasts for long is linked with the emotional condition of the learner. This means that the learners will always remember well when learning is incorporated with strong emotions. Emotions develop when the students have a positive attitude towards learning (Marton& Beaty 1993).

This is because they will find learning enjoyable and exciting unlike those with a negative attitude who will find learning boring and of no use to them. Emotions affect teaching since a teacher will like to teach those students with a positive attitude towards what he is teaching rather than those with a negative attitude.

The positive attitude leads to effective learning because the students get interested in what they are learning and eventually leads to success. Learning does not become effective where students portray a negative attitude since they are not interested thus leading to failure.

Furthermore, learning through hearing is another student held concept. This concept enables them to understand what they hear thus calling for more attention and concentration. They prefer instructions that are given orally and are very keen but they also participate by speaking. Teaching becomes very enjoyable since the students contribute a lot through talking and interviewing.

Learning occurs effectively because the students involve themselves in oral reading as well as listening to recorded information. In this concept, learning is mostly enhanced by debating, presenting reports orally and interviewing people. Those students who do not prefer this concept as a method of learning do not involve themselves in debates or oral discussions but use other learning concepts.

Learners may also use the concept of seeing to understand better. This makes them remember what they saw and most of them prefer using written materials (Van Rosum & Schenk 1984). Unlike the auditory learners who grasp the concept through hearing, visual learners understand better by seeing.

They use their sight to learn and do it quietly. They prefer watching things like videos and learn from what they see. Learning occurs effectively since the memory is usually connected with visual images. Teaching becomes very easy when visual images are incorporated. They include such things like pictures, objects, graphs.

A teacher can use charts during instruction thus improving the students’ understanding level or present a demonstration for the students to see. Diagrams are also necessary because most students learn through seeing.

Use of visual images makes learning to look real and the student gets the concept better than those who learn through imaginations. This concept makes the students to use text that has got many pictures, diagrams, graphics, maps and graphs.

In learning students may also use the tactile concept whereby they gain knowledge and skills through touching. They gain knowledge mostly through manipulative. Teaching becomes more effective when students are left to handle equipments for themselves for instance in a laboratory practical. Students tend to understand better because they are able to follow instructions (Watkins & Regmy 1992).

After applying this concept, the students are able to engage themselves in making perfect drawings, making models and following procedures to make something. Learning may not take place effectively to those students who do not like manipulating because it arouses the memory and the students comprehends the concept in a better way.

Learning through analysis is also another concept held by students because they are able to plan their work in an organized manner which is based on logic ideas only. It requires individual learning and effective learning occurs when information is given in steps. This makes the teacher to structure the lessons properly and the goals should be clear.

This method of organizing ideas makes learning to become effective thus leading to success and achievement of the objectives. Analysis improves understanding of concepts to the learners (Watkins & Regmy 1992). They also understand certain procedures used in various topics because they are sequential.

Teaching and learning becomes very hard for those students who do not know how to analyze their work. Such students learn in a haphazard way thus leading to failure.

If all the learning concepts held by students are incorporated, then remarkable results can be obtained. A lot information and knowledge can be obtained through learning as long as the learner uses the best concepts for learning. Learners are also different because there are those who understand better by seeing while others understand through listening or touching.

So, it is necessary for each learner to understand the best concept to use in order to improve the understanding level. For the slow learners, extra time should be taken while studying and explanations must be clear to avoid confusion. There are also those who follow written instructions better than those instructions that are given orally. Basically, learners are not the same and so require different techniques.

Reference List

Benson, A., & Blackman, D., 2003. Can research methods ever be interesting? Active Learning in Higher Education, Vol. 4, No. 1, 39-55.

Chermak, S., & Weiss, A., 1999. Activity-based learning of statistics: Using practical applications to improve students’ learning. Journal of Criminal Justice Education , Vol. 10, No. 2, pp. 361-371.

Felder, R., & Brent, R., 1996. Navigating the bumpy road to student-centered instruction. College Teaching , Vol. 44, No. 2, pp. 43-47.

Marton, F. & Beaty, E., 1993. Conceptions of learning. International Journal of Educational Research , Vol. 19, pp. 277-300.

Van Rossum, E., & Schenk, S., 1984. The relationship between learning conception, study strategy and learning outcome. British Journal of Educational Psychology , Vol. 54, No.1, pp. 73-85.

Watkins, D., & Regmy, M., 1992. How universal are student conceptions of learning? A Nepalese investigation. Psychologia , Vol. 25, No. 2, pp. 101-110.

What Is Learning? FAQ

• Why Is Learning Important? Learning means gaining new knowledge, skills, and values, both in a group or on one’s own. It helps a person to develop, maintain their interest in life, and adapt to changes.
• Why Is Online Learning Good? Online learning has a number of advantages over traditional learning. First, it allows you to collaborate with top experts in your area of interest, no matter where you are located geographically. Secondly, it encourages independence and helps you develop time management skills. Last but not least, it saves time on transport.
• How to Overcome Challenges in Online Learning? The most challenging aspects of distant learning are the lack of face-to-face communication and the lack of feedback. The key to overcoming these challenges is effective communication with teachers and classmates through videoconferencing, email, and chats.
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• Chicago (N-B)

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The Power of Relatable Learning: Why Real-Life Examples Matter in Education

Oct 17, 2023 | Educational Resources

As a special education teacher, I have witnessed firsthand the incredible impact that making school curriculum relatable for students can have on their learning experiences. In the world of education, one of the most powerful tools we have at our disposal is the ability to connect classroom content to real-life examples. By doing so, we can foster a deeper understanding, engagement, and enthusiasm for learning in our students. In this blog post, I want to emphasize the significance of this approach and offer some tips for parents and tutors on how to implement it effectively.

The Challenge: Abstract vs. Real-Life Learning

Traditional educational methods often rely on abstract concepts and rote memorization, which can make learning feel disconnected from the real world. For students, especially those with special needs, this can be a significant barrier to academic success. When students struggle to see the relevance of what they are learning, it can lead to disinterest and frustration, making it even harder for them to grasp essential concepts.

The Solution: Bridging the Gap with Real-Life Examples

1. Enhancing Comprehension: Real-life examples help students grasp complex concepts by breaking them down into simpler, relatable terms. For instance, explaining mathematical equations using everyday scenarios like baking cookies or managing a budget can make abstract concepts more understandable.

2. Fostering Engagement: When students can connect what they learn to their own lives, they become more engaged in the learning process. This heightened engagement often leads to increased motivation and a more positive attitude towards learning.

3. Building Problem-Solving Skills: Real-life examples encourage critical thinking and problem-solving. They show students that what they learn in school has practical applications in the world around them, helping them see the value of education beyond the classroom.

4. Personalized Learning: By using real-life examples, teachers, parents, and tutors can tailor the learning experience to the unique interests and needs of each student. This individualized approach can be particularly beneficial for children with special needs, as it allows for a more customized and effective learning experience.

How Parents and Tutors Can Implement Relatable Learning

1. Listen to Your Child: Pay attention to your child’s interests, hobbies, and questions. Use these as a basis for finding relevant examples to explain academic concepts. If your child loves sports, incorporate math or physics problems related to their favorite sport.

2. Be Observant: Encourage your child to ask questions about the world around them. If they inquire about a natural phenomenon, historical event, or everyday activity, seize the opportunity to turn it into a learning experience.

3. Use Everyday Experiences: Whenever possible, relate academic concepts to everyday experiences. For example, when teaching about fractions, divide a pizza into slices to illustrate the concept.

4. Explore Learning Resources: Utilize educational websites, books, and apps that provide real-life examples and interactive lessons. These resources can complement classroom instruction and make learning more enjoyable.

5. Collaborate with Educators: Communicate with your child’s teachers and special education team to share insights about what engages your child. They can adjust their teaching methods to make lessons more relatable.

Making school curriculum relatable for students by providing real-life examples is a game-changer in the world of education! It enhances comprehension, fosters engagement, and nurtures critical thinking skills. As a parent or tutor, you have the power to incorporate this approach into your child’s learning journey, making their education not only more effective but also more enjoyable. Remember, when students can see the real-world relevance of what they learn, they are more likely to excel academically and develop a lifelong love for learning.

Be Silly. Be Honest. Be Kind. 💜

Rachel 

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What Is Real Learning

• Published 1 July 2007

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Using and creating knowledge with new technologies: a case for students‐as‐designers, let‘s go traveling – project-based learning in a taiwanese classroom, facilitators of informal learning in the workplace: the case of two cooperatives in the machine tool sector, promoting cognitive and soft skills acquisition in a disadvantaged public school system: evidence from the nurture thru nature randomized experiment.

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Experiential Essay (Real-Life Writing)

A requirement for this class is a “real-life” essay or letter detailing a true experience you had; you should submit this to a real person or company.

The time has come to decide on your real-life, experiential essay or letter.  For this final paper/essay assignment, you should be able to plan, write a draft, edit/proofread a piece of writing that you will be able to send to a real person. There is no “right” or “wrong” topic, but here are some possible ideas to consider:

Write a complaint about a product you purchased which disappointed you.  Maybe you bought a used Iphone that died after a week, or maybe you were deceived by a company in some way; for example, maybe you were bullied into buying rental car insurance that you did not need.  Possibly you were wronged by some professional person or agency; for example, my dentist lied to me and told me I would have a tooth extracted, but she really performed very painful and unwanted gum surgery.  (See my post below).  On the other hand, maybe you are very happy/thrilled with some new product; for example, your brittle dry hair is shiny and soft after using Kerastase hair conditioner.  Or, maybe you just stayed in a hotel where the manager went above and beyond what you expected.  For example, the owners of a B & B in nearby Little Falls shoveled out my buried car and drove me to a hospital when I suffered an asthma attack. Another idea?  Maybe you just want to write a letter of thanks to a teacher or professor who really made a difference in your education.  I have written such letters to my dissertation advisor and another professor at Syracuse University.

1. GO to the discussion forum #9.  POST your original idea for a real-life piece of writing.  IMPORTANT:

 READ WHAT I WROTE BACK TO YOU IN THE DISCUSSION.  In some cases, I said you had a very workable topic; in others, I suggested you think of a different experience for your letter. 

2.  Decide on your topic

3.  Write a draft of your letter/essay.

4.  POST IT IN DISCUSSION FORUM #10.  THIS DISCUSSION IS DIFFERENT, SINCE IT IS ALSO A PEER REVIEW.

THIS IS A DISCUSSION FORUM IN FORMAT–SO, FIRST POST YOUR OWN LETTER. 

5.  Then look at your partner’s letter and complete the required peer review.

I have matched you up with a classmate, and you need to take a careful look at this person’s draft and make suggestions for improvement.  This is your final DISCUSSION GRADE for the course.  (WORTH 100 POINTS).  Of course, your partner needs to have a letter for you to read!  And both of you need to work together on this assignment!  Please contact me if your partner is missing!  I will make other arrangements for you.

6.  SUBMIT your edited/proofread letter in the MODULE #6 SafeAssign dropbox.

• Experiential Essay (Real-Life Writing). Authored by : Faye Eichholzer. Provided by : Herkimer College. Located at : http://NA . Project : ATD Course. License : CC BY: Attribution

Why Schools Need to Change Learning for Success in the Real World

Amanda Avallone (she/her/hers) Learning Officer (ret.) Next Generation Learning Challenges in Portland, Maine

Today’s learners face an uncertain present and a rapidly changing future that demand far different skills and knowledge than were needed in the 20th century. We also know so much more about enabling deep, powerful learning than we ever did before. Our collective future depends on how well young people prepare for the challenges and opportunities of 21st-century life.

Practitioner's Guide to Next Gen Learning

Preparing young people for life-long success through real-world learning

All students need to leave school—frequently, regularly, and of course, temporarily… To accomplish this, schools must take down the walls that separate the learning that students do, and could do, in school from the learning they do and could do, outside. —Elliot Washor and Charles Mojkowski, Big Picture Learning

In 2017 NGLC published the MyWays Student Success Series , a collection of reports, resources, and tools to support educators and communities to reimagine traditional definitions of learner success and redesign learning to help all students prepare for their futures. Inspired by the practices and valuable feedback from schools and districts in the NGLC network, the MyWays project has continued to evolve and expand to meet the needs of practitioners and their communities.

One area of particular interest for educators who are adopting broader definitions of success, like the MyWays Student Success Framework , is providing all students with authentic, real-world learning opportunities. Grace Belfiore, one of the principal researchers and authors of the MyWays report series, observes that, “One of the most striking implications of the MyWays’ research was the realization that it is difficult, if not impossible, to help learners develop these competencies and skills without going outside the classroom walls.” She also notes that, although some educators in the NGLC community have made real-world learning the cornerstone of their model, many others who have embraced next gen learning are newcomers to accessing the world outside of school as a rich source of student learning.

School lasts for 12 years, but students’ lives last a lot longer. What are we doing to develop people ?

For this edition of Friday Focus: Practitioner’s Guide to Next Gen Learning , I spoke to a variety of experts who are partnering with their communities to provide relevant and authentic student learning. This edition will also introduce practitioners to a new NGLC resource for this work, the MyWays Real-World Learning Toolkit . In particular, I’ll share:

• Why real-world learning is essential for student success
• Expert advice and resources to incorporate real-world learning in your classroom or school

Skills and Abilities for Lifelong Success

Early access to real-world projects is a springboard to seeing what success looks like outside of the classroom. —Natasha Morrison, director of real world learning at Da Vinci Schools.

The MyWays Student Success Framework and other 21st-century definitions of success share a fundamental understanding that the world has changed and continues to change at an accelerating rate. In addition to Content Knowledge, learners also need competencies within the MyWays domains of Habits of Success, Creative Know How, and Wayfinding Abilities to navigate through learning, career, and life. Young people need to experience learning that does more than prepare them to take a test or pass into the next grade.

Lindsey Stutheit, workforce partnership liaison at Laramie County School District #1 in Cheyenne, WY, expresses it this way: “For a long time, college- and career-readiness has really meant college, and that, in my experience, has meant preparing for the ACT or other state-mandated standardized tests. We spend a lot of resources and time preparing students for these tests, something fleeting and momentary. These tests are valid measures, but they aren’t geared around careers, personal skills, or adult skills. ” Lindsey and other leaders in her district recognize that young people need to develop capabilities that are life-long, life-wide, and life-worthy. “School lasts for 12 years,” she notes, “but students’ lives last a lot longer. What are we doing to develop people ?”

Casey Lamb, chief operating officer at Schools That Can , a network of schools that have embraced real-world learning, also argues for a more holistic notion of education and preparation. Real-world learning is, she says, “not just about the partnerships but about the outcomes, which move beyond what is usually tested in schools. It’s about developing whole humans.”

However, expecting schools to do this work alone, our experts tell us, is neither reasonable nor possible. According to Casey, one reason young people need access to learning experiences outside of school is that “the majority of teachers went to school to be teachers. They should not be expected to know everything about all of the myriad fields in order to prepare students for every career and opportunity. Real-world learning connects both students and teachers to people in the community who are working in different environments and have different perspectives, as well as to the skills adults use on a daily basis. ”

In this way, Casey explains, real-world experiences “ground students’ learning in the paths they will pursue after graduation. It better prepares them for those pathways, offers them choices, and gives them the ability to be successful there.”

Equitable Access to the World of Adults

Offering opportunities for young people to connect with the world outside of school is not new. Common activities like field trips, science fairs, model UN, theater productions, and extracurricular clubs can provide learners with access to adults in the community. Yet, as Lindsey observes, supporting young people to work side by side with adult professionals “is often teacher dependent and based on the connections individual teachers have. You also see the same students participating over and over.”

According to Lindsey, schools need to ensure that all students have access to support for wayfinding through education, work, and life, including meaningful connections to a wide range of adults from different industries and careers . This kind of social capital “is an equity issue for us and one reason it’s facilitated at the district level—to improve student exposure and reach.”

As described in MyWays Report 4: 5 Essentials in Building Social Capital , social capital is a developmental system of human relationships, including caring adults, mentors and coaches, and professional networks. According to the MyWays research, social capital plays two important roles in the life of young people: “as support in times of need and as social leverage to get ahead.” Significant disparities exist, however, between students of varying socioeconomic backgrounds in the opportunities to build social capital. Because both social capital roles are manifested in well-designed real-world learning, the MyWays Real-World Learning Toolkit includes a Social Capital Tool , which supports educators to design learning for social capital benefits for learners across the socioeconomic spectrum.

Real-World Contexts for “Whitewater Learning”

Real-world learning shares characteristics and benefits with other types of authentic, active learning. For example, both school-based and real-world projects can help learners develop Habits of Success , from initiative and perseverance to time management. However, real-world learning also provides the unique benefits, motivations, and opportunities of tackling real problems in the environments in which they occur, in all their messiness and urgency . As explored in the MyWays Key Elements of Real-World Learning Tool , well-designed outside-of-school experiences give learners the opportunity to encounter and respond to “whitewater conditions”—diverse challenges, complexities, and unfamiliar circumstances like those they will encounter as adults.

Skills like project management, collaboration, and problem-solving must be learned in a hands-on, high-stakes way.

Natasha explains that classroom experiences that simulate real-world learning are not enough, especially when it comes to preparing young people for future careers. “You can’t simulate social interaction. It’s not the same as an airline pilot using a flight simulator. There’s no substitute for engagement with the professional world. Attempting to develop career skills with virtually no real-world practice or feedback doesn’t achieve ideal outcomes . Partnership with industry professionals on real-world projects allows students to hone the skills they’ll actually use in the modern workforce. Skills like project management, collaboration, and problem-solving must be learned in a hands-on, high-stakes way.”

In addition to teaching a fuller range of competencies and facilitating connections to a wide array of adults, meaningful real-world learning provides learners with opportunities to make choices and practice self-direction. According to Grace, “ Experience in real and diverse situations is key to agency, and to help achieve growth, educators and youth advocates need to help students access and utilize a range of real-world situations .” Real-world learning can also foster identity development, she says, offering young people a vision of what’s possible for their futures.

Connections to the Wider Learning Ecosystem

Redesigning learning to be more like an apprenticeship for adult life can seem overwhelming. In part, that’s because educators have traditionally shouldered so much of this responsibility. However, schools and educators have numerous assets and partners for this work . Accessing the Wider Learning Ecosystem means leveraging the vast network of resources and experiences, formal and informal, that exist outside of school, including higher education, the workplace, and community assets like museums and libraries, as well as school-based extracurricular activities. Tapping into these assets is the focus of the MyWays 5 Zones of the Wider Learning Ecosystem Tool .

The 5 Zones of the Wider Learning Ecosystem

As featured in a Practitioner’s Guide about community partnerships , Natasha and her colleagues at Da Vinci Schools provide high school students with numerous real-world learning experiences throughout the Wider Learning Ecosystem. Partnerships with colleges, universities, and local businesses open up opportunities for apprentice adults to participate in dual or concurrent enrollment in higher education, job-shadowing, internships, career-focused boot camps, and other industry-based experiences. Educators at both Da Vinci Schools and in Laramie County stress that these experiences need to be well designed to achieve the desired impact. According to Lindsey, “Earning college credits should not be random. Credits should lead to students’ goals for after graduation.” Similarly, workplace experiences “can’t just be a job. They have to build career awareness and help students prepare for their futures.”

Though the kinds of experiences mentioned above are most common at the secondary level, building learner skills to be successful in a real-world learning context can occur at any grade , and educators can gradually integrate real-world learning elements over time. Casey defines real-world learning this way: “In its simplest form, it’s learning that is hands on, engaging, and connected with the world beyond school walls.”

When deeply implemented, real-world learning looks more like this: “All students access multiple opportunities and teachers are actively involved. Teachers have built relationships with the community and moved beyond offering a one-off project,” Casey explains. For instance, at the “leading level” of the Schools That Can Real-World Learning Rubric , “Real-world experiences are ongoing throughout the course of the year. Real-world learning is part of the fabric of the school and everyone benefits.”

For schools and educators new to real-world learning, Casey offers several ways to get started, such as by designing learning projects and experiences that are hands on and involve learning by doing . Maker education is one example. She also recommends inquiry-based approaches like Self-Organized Learning Environments (SOLE), in which educators present learners with real-world problems and frame projects “as a big question to research and explore and build solutions to. Ideally, learning should be interdisciplinary as well because that’s the way the real world works.”

As a natural next step for engaging with the world outside of school, Casey suggests “having students present to authentic audiences outside of school or bringing experts or professionals into the school. They can be judges on work and help kids get a different kind of feedback. It’s an easy way to start those partnerships and build a mutually beneficial relationship.”

The MyWays Readiness and Preparation Tool acknowledges that many of the attributes of real-world learning are very different from the kind of teaching and learning that happens in more traditional schools. In addition to building educator capacity for designing authentic, hands-on, and student-driven learning, this tool recognizes that students themselves and members of the community will likely need assistance as they shift their mindsets and think about learning in new ways . Lindsey’s experiences bear this reality out. She recounts, for example, “When I tell a local business leader that simply coming in and talking about your business might be hard for a teacher to justify without an educational goal in mind, it can be really eye-opening. People from industry and the community may know little about education, but it’s not insurmountable.”

For that reason, the Readiness and Preparation Tool helps schools gauge the readiness of educators, learners, and external partners from the Wider Learning Ecosystem. It also provides suggestions and resources to prepare all three partners to co-create powerful and successful real-world learning experiences.

• The MyWays Real-World Learning Toolkit provides educators and their community partners with four tools to support the design of powerful and successful real-world learning experiences.
• The Schools That Can Real-World Learning Rubric (free to download with registration) serves as a guide to help K-12 schools reflect, set goals, and drive improvements around RWL.
• Part one and part two of the Practitioner’s Guide series "It Takes a Village" shares practices and resources from three school systems deeply engaged in real-world learning: Da Vinci Schools (CA), St. Vrain Valley Schools (CO), and Vista Unified School District (CA).
• “ Who You Know: Building Students’ Social Capital ” explores in greater depth why social capital is an essential part of young people’s preparation for life and how schools and educators can support students in acquiring it.
• MyWays Report 11: Learning Design for Broader, Deeper Competencies presents research, design principles, and case studies on key practices, like real-world learning, that support student development of agency, social capital, and competencies for success.

Photo at top, courtesy of NGLC: Students at Vista High School engage in real-world learning.

Amanda Avallone (she/her/hers)

Learning officer (ret.), next generation learning challenges.

Amanda retired from Next Generation Learning Challenges in 2022. As a Learning Officer for NGLC, she collaborated with pioneering educators and their communities to design authentic, powerful learning experiences for young people. She created educator professional learning experiences that exemplify the kind of learning we want for our students and she supported, connected, and celebrated, through storytelling, the educators who are already doing the challenging work of transforming learning every day.

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Jordan Nash (left) and Emma Haynie (right), students at Ridgefield High.

Emma Haynie and Jordan Nash (above) are running a coffee shop in town and planning a charity car show. They are juniors at Ridgefield High , 20 miles north of Portland.

Jordan admitted that he was a procrastinator in some of his courses but, he added, his real world learning experiences were teaching him persistence and project management. “There is real money involved,” said Nash.  

To expand access to real world learning, Ridgefield High joined the CAPS Network, more than 100 school districts committed to expanded access to real-world learning.

The Center for Advanced Professional Studies (CAPS) opened 10 years ago as a center for professions-based learning in the Blue Valley School District in southwest Kansas City. The CAPS goal is to fast forward into their future immersed in a professional culture, solving real world problems, using industry standard tools, mentored by professionals while receiving high school and college credit.

Real world learning is valuable but it takes preparation and sustained commitment. Following are 20 tips on how to boost engagement and relevance with real world learning.

Planning And Preparation

1. Community Engagement. If you want more youth engaged in meaningful projects, gaining the benefit of internships, pursuing valuable credentials, or hatching their first business —the place to start is community conversations about learning goals. Just ask , “What’s happening?, What does it mean?, and How to prepare?” The answers will yield a rich graduate profile and support for real world learning. ( See Battelle’s PortraitofaGraduate.org for examples).

2. Career Awareness. Help students develop a broad and forward-leaning view of where and how they could contribute. Cajon Valley Union School District ( @cajonvalleyusd ) systematically introduces students to the World of Work through 54 career exploration experiences between kindergarten and eighth grade. Each experience includes exploration, simulation, meet a pro and practice. ( Other resources include Roadtrip Nation and Naviance .)

3. Quality Advising. Quality guidance is often delivered through an advisory system , a distributed counseling model that ensures that every student has a sustained adult relationship monitoring social and academic development and promoting broad exposure to career options. A trusted advisor and a good algorithm can provide personalized and localized career and postsecondary awareness and planning while helping young people match their strengths, interests and values with market opportunities.

4. Skills Assessment. Formal skill assessment and informal interest determination are both important to individualize a work-based learning program. Tests like ACT WorkKeys can be useful. An assessment baseline at beginning aids in the process of career development and program evaluation.

5. Time And Space. It can be challenging to make room in a busy high school schedule for work-based learning. That may mean making it a graduation requirement and reducing other requirements. Incentives for participation can also help. Students in more than 600 career academies aim at the NAFTrack diploma which requires a 120-hour certified internship. CareerWise Colorado advocates for paid apprenticeships.   

6. Experience Planning. Rather than throwing students into difficult work settings, a scaffold of activities can build student identity and prepare them for success. Valuable experiences include workplace visits, job shadows, community connected projects (#16), mock interviews, and summer jobs.

Schools can also promote workplace values like respect, responsibility, curiosity and doing your best. In Denver, DSST schools give students feedback on these values on a regular basis.  

7. Student Preparation. Students need job-ready skills to be successful in work-based learning. They need to know how to shake hands, how to introduce themselves, how to answer questions in an interview, how to read social situations. O rientation should include practice interactions and tips on appropriate behavior and dress. They are learning these skills at CAPS in Blue Valley, Kansas (below) and across the CAPS Network .

CAPS in Blue Valley, Kansas.

Cristo Rey is a network of 35 urban Catholic schools where students spend a day a week in a work study. Member schools do a great job of preparing students for success in the workplace. Work-based learning preparation can be part of an advisory system.

8. Professional Learning For Educators. Key to great real-world learning for students is a sustained commitment to quality learning for teachers. Members of the CAPS Network learn from and with each other. Many CAPS teachers attend the Summer Huddle .

Indiana teachers are required to engage in 15-hour externships with local businesses. While well intentioned, the quality of these experiences is often a function of local school and system leadership.  

Provisioning And Managing Work-Based Learning

9. Procuring Business Partners And Internship Positions. Schools, districts and networks should be creating business partner relationships that include one or more internship opportunities. Formal agreements are key to successful work-based learning experiences.

10. Internship Management. The Big Picture team created Imblaze , an internship management platform that helps young people find internships. After picking an internship, a young person attends and checks in at the site using the mobile app. The advisor receives notification that the student is on site. Mentors can provide feedback to students that advisors can review.  

11. Regional Agreements. Guidelines on procuring and sharing work-based learning opportunities across regions so that there is equitable access.

12. Skills Communication. Learners that gain valuable experiences including work-based learning, certificates, entrepreneurial endeavors (the Kansas City-based Kauffman Foundation calls these market value assets ) need recognized ways to communicate their expanded capabilities. Strategies include badging, portfolios, extended transcripts and LinkedIn profiles.

NAF career academy graduate with a NAFTrack diploma giving students hiring preference with corporate partners. Jefferson County (Louisville) students progress through key gateways including graduation with a Backpack of Success Skills (a portfolio).

Industry Certificate Programs

13. Skilled Trade Certificates. In many markets, a skilled trade certificate can be what investor Ryan Craig   calls a hard sprint to a good first job. In some trades, good-paying trade jobs may also be the first step on a work and learn ladder.

ACE Leadership High School in Albuquerque ( featured here ) serves students who have or were on their way to dropping out. Projects always have a tie to a real world challenge in architecture, construction or engineering.

In Chicago, trade unions are leading the way to develop a new high school to improve historically low participation rates of minorities in Chicago’s union apprenticeship programs.

14. Advanced Manufacturing. The Manufacturing Institute sponsors a series of skill certificates. In Wisconsin, GPS Education works with employers and school districts to offer a combination of blended class in the morning and manufacturing internships in the afternoon aiming at several industry certifications.  

Northland CAPS students in Kansas City can participate in an internship at a Magna plant where they make car chassis. After graduation, young people can work as a machine operator and participate in a three-year program in maintenance tooling. Magna pays for tuition and books at the local community college where students earn an industrial maintenance certificate.

15. Robotics. The RAMTEC program at Tri-Rivers Career Center in Marion Ohio was the first to offer a robotics program that features industry certification on leading equipment. The program is now available at 22 other career centers across the state. Employers like Honda hire RAMTEC graduates and support continued learning.

Bringing The Real World Into The Classroom

16. Community Connected Projects. NYC iSchool engages students in projects connected to real community issues and partners. Health Leadership High in Albuquerque surveys community healthcare providers annually to identify priority projects.

17. Mentors And Experts. Mentors can help build student identity. By meeting in person or online, mentors build confidence, workplace skills and career awareness.

Connecting with experts during a project builds relevance and depth. Cajon Valley students connect with industry experts on Nepris during projects. Educurious provides secondary school project-based units and connections to industry experts .

18. Social Capital. The potential to work with mentors and experts helps young build their social capital. Julia Freeland Fisher makes the case that social capital often determines where a young person goes to school, the work experiences they gain, what jobs are available and how quickly careers advance. Helping young people make local and interest group connections and graduate with a robust LinkedIn profile and make a world of difference.

19. College Credit Options. Less real world learning and more of a real world bargain, accumulating college credit while in high school makes sense for most students (and their families).

A loose network of Early College high schools share the goal of helping graduates earn an AA degree with their high school diploma. Texas has the most (169 with 30 more openings next year) and the best law supporting both credit and fund transfer. (See blog/podcast on a great example, Quest Early College in Humble.)

The 120 P-tech schools combine the benefits of early college with work-based learning and often employment opportunities.  

Early college and P-tech schools require careful mapping of high school and college requirements and close coordination. P-tech programs may also be aligned with job certificates in high demand job clusters.

20. Simulations. Learners at Washington Leadership Academy not only participate in real work internships, they also use virtual reality to extend their experiences. Other VR applications include virtual field trips, college campus tours and job training.

Real life learning can be motivational and valuable but it takes planning, preparation and sustained support to make it valuable for all learners.

For, more see:

• Career Ready High Schools
• Podcast: Big Picture Learning Connects Students to Internships Through ImBlaze
• Career Academy Giant NAF Gets an Upgrade, Expands Access to Work-Based Learning
• Students Earn and Learn Through Next Gen CTE Model

This post includes mentions of the   Cajon Valley Union School District , a Getting Smart partners. For a full list of partners, affiliate organizations and all other disclosures please see our  Partner page .

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The digital learning revolution is a bigger deal than the printing press five hundred years ago–and it will occur over one generation rather than a century.  The ability to learn anything anywhere anytime is changing life options for hundreds of millions of people.  Well before the end of the decade, we’ll have tools and schools to offer every young person on the planet a shot at the idea economy (where politics don’t mess it up).

Nearly every state is implementing common college and career ready learning expectations. In almost every case, the new standards are higher and better than the state standards they replace. It will be easier to compare results from state to state.

Most importantly, common standards are like the personal computer twenty years ago or the iPhone five years a giant platform for innovation .  Teachers are finally able to share tools and resources across state lines.

The intersection of these two historic shifts is remarkable; daunting on one hand but quite complementary on the other.  We need to dramatically boost the percentage of young people prepared for idea economy employment and we can’t throw money at the problem, so we need to focus on the innovation opportunity.

Washington State leaders will gather in Seattle on Tuesday and in Spokane on Wednesday to consider the implications of these two historic shifts occurring simultaneously.  Hosted by Partnership for Learning and Washington Roundtable , the convening will explore the skills gap, new standards, and next-generation learning environments.

Without underestimating the challenge, I’m optimistic that Washington schools (like schools worldwide) have the best opportunity ever to significantly boost achievement–and with the edtech explosion the opportunity set gets better every quarter. I’m excited about:

adaptive learning systems that engage students and adjust to their learning level (like Bellevue’s Dreambox Learning );

engaging visual ST Math showing success and breaking language barriers in Highline schools;

personalized learning environments becoming more common as a result of projects like the one led by the Puget Sound Educational Service District ;

improving access to higher level courses and electives (offered by course providers like Seattle’s Apex Learning and Giant Campus );

breaking the time barrier in high school and college with more competency-based learning options including WGU Washington ;

more opportunities to learn coding like CodeHS which, according to UW’s Ed Lazowska , “has been looking pretty good to us for an intro course.”

better support for principals from groups like Seattle’s Abeo School Change using a social learning network on Edmodo ; and

improving conditions and career options for educators.

Business role.  The transition to higher standards and personal digital learning will be a lot of work.  Businesses can help in many ways:

Talent development : School districts can learn a lot about talent development from Seattle and Spokane area companies.

Student learning : companies can sponsor experiences including job shadows, internships, and field trips.

School improvement : support regional initiatives to blend instructional technology and instructional improvement efforts.

New school development : with the new charter school law, there are at least 40 new school opportunities in Washington–every one of those schools could use a couple business partners.

STEM : companies can sponsor FIRST Robotics , Hacker Scouts , Maker Faire , or a life hacker club .

College and career ready advocacy : perhaps the most important role businesses can play is to make the case for high expectations for all students.

Partnership for Learning and Washington Roundtable do a great job supporting effective business involvement in Washington schools. With the shift to digital learning and higher expectations, they need all the help they can get.

For more, see The Business Role in Education: Examples, Expectations & Support .

More information about the local convenings:

Partnership for Learning and the Washington Roundtable invite you to join business and education partners to discuss 21st century education needs in Washington state. We will be hosting two convenings: Seattle on September 10 from 8am-12pm, and Spokane on September 11 from 8am-12pm.

The convening will raise awareness of the 21st century education needs in our state and build support around three critical issues: the skills gap, Common Core State Standards and Assessments and the importance of college- and career-readiness.

To register for the Seattle convening on September 10, click here .

To register for the Spokane convening on September 11, click here .

MIND Research Institute and Dreambox are Getting Smart Advocacy Partners.  Edmodo and CoheHS are Learn Capital portfolio companies.

Tom Vander Ark

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• @TomVanderArk

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Although many students feel that they are not being taught practical life skills, they have actually been learning them all of their life. For example, one of the main things a student is taught how to do is how to learn; how to manage information, how apply that information being taught, critical thinking, and if they don’t know something, how to seek out that information. Students also receive

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There are five sequential steps in the typical pipeline to college (Choy, Horn, Nunez, & Chen, 2000). Students need to aspire to attain a bachelor’s degree early; prepare educationally to ensure qualification; undertake admission examinations; submit applications to a four year college; and receive response confirming acceptance. Students need current, realistic information about the array of postsecondary options and their individual likelihood for success in particular fields (Valadez, 1998). The readiness of students academically, socially, and emotionally in high school increases the chance for a successful transition to college (Conley, 2008).

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Often students take high school for granted; consequently it shows when they reach college. For example, in high school, teachers may accept late work, tardiness, and continuous inappropriate behavior. The college classes that they will have to face will not tolerate such things as this. Preparing for the work load and lifestyle is the two most important objectives to grasp early.

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For first year students coming straight from high school, college life can either be very exciting or overwhelming depending on how well one prepares for it. Some have the notion that college is fun and is all about partying, while some believe that it is an environment in which they can achieve the ultimate freedom thus escape the stringent rules made by their parents at home. Others look forward to experiencing a different learning environment while being exposed to different cultures and sharing different academic knowledge. Successful assimilation into college life is determined by the student’s capability to transform into the new role of a college student. Numerous students face challenges they have never experienced before which can

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With an increased demand for skilled labors, many students nowadays find themselves needing to complete some form of higher education at college to ensure their success in the workplace and their future career goals. Although freshmen students often enter college with high expectations and ambitions, many eventually drop out of college. Why does that happen? In an ever-changing and more competitive environment, the demanding expectations on college students now soar at unprecedented heights, creating stressful and unpleasant experiences for many of them as they try to keep up with all the burdens inflicted upon them. In their writings, Dr. Christine B. Whelan, Ta-Nehisi Coates, Alan Schwartz, and Nisha Ramachandran explore and illustrate some of the stress-creating challenges that freshmen struggle with today. Even though many factors contribute to the huge list of problems for first-year students, many of the problems that create stress for college freshmen fall under the categories of academic factors, (what adverb to add) teachers, and personal-life conflicts.

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Does education prepare students for the real world?

04 June 2021

For all students, attending school is a fundamental part of life, a necessity in preparing us for experiences in years to come, product of the hours upon hours of often arduous exercises and experiences spent inside a classroom. Many have suggested that with numerous technological breakthroughs, and a significant rise in the opportunities offered in the education of today’s day and age, students are becoming increasingly more prepared for latter stages in their life. But is this development evolving at too slow of a rate? Does today’s education system effectively prepare students for the real world?

Ultimately, what good is learning if students don’t use this knowledge learned at school later on in life? It is evident that many parts of learning that students put meticulous time into mastering, with intention of benefiting them later on into adulthood, are simply inaccessible. An experiment by German psychologist, Ebbinghaus, revealed that students forget up to 95% of what they learn in school after just three days. 

Nonetheless, it is debatable that forgetting this content is not to the detriment of pupils; the vast majority of content pupils are educated on is in fact irrelevant to the world we live in.

This is because the world revolves around money.

A student’s knowledge in the field of business and finance is not enriched until the penultimate years of secondary education. Business and finance skills are essential in every adult’s day-to-day life, whereas other subjects that are prioritised many a time are disputably frivolous and far from necessary.

In a standard Dartford Grammar School week for Year 7s, students spend 150 minutes enrolled in Maths lessons despite there being only 80,000 mathematicians worldwide, roughly 1% of the population according to MathOverflow .

However, according to Salary.com , of the ten most populous jobs worldwide, only one of the listed occupations is educated to students at any point in their education period, this being accounting. 

Furthermore, the existing schooling system fails to educate pupils in several imperative areas crucial to a successful transition period of youth to adulthood, such as; negotiation skills, taxation, budgeting and investment skills, basic cooking skills and straightforward survival skills.

But, with a rise in prioritisation in one area comes a deficiency of prioritisation in another. There would undoubtedly be a multitude of different teaching organisations that would be very reluctant in letting go of traditional subjects of learning that they regard as valuable to every student’s education. For example, subject areas of focus such as Shakespeare or calculus are often considered indispensable in the nationwide curriculum. 

Traditional topics such as calculus and Shakespeare should not be neglected, but teachers should be able to ask their class, ‘Now, how can we use this lesson outside of the classroom? Aliezah Hulett, Windsor High School student and TED-Ed Club speaker

In addition to this, innumerable students have expressed a fear of independence and the responsibilities that come in the absence of a guardian. Teachers act as chaperones inside the classroom; restricting students in several ways, such as setting deadlines, creating rules, and generally ensuring that there is order in a class. This fails to prepare pupils for college, a significant step up in intensity- entirely unimaginable for many students.

On the other hand, school plays an essential role in a child’s development as an individual, expanding a student’s ability in numerous social and disciplinary skills, such as meeting deadlines, teamwork skills, attendance, punctuality and social interaction with people both similar and different to us.

For instance, whilst playing a certain team sport, a student is not solely indulged in the experience of the sport itself. The event was not merely to improve their skills in that certain sport, but to ameliorate their capability of acting as a team player. Every time that student loses; picking themselves back up again is more valuable than improving in that certain sport itself. Furthermore, it also advances their perseverance and persistence on the road to becoming the best that they can be.

The extensive range of activities a teacher assigns to a student are not simply to be forgotten after the ringing of the school bell, but to utilise skills required in becoming a flourishing, self-reliant adult, such as confident speaking, creativity and a healthy mind-set for personal development.

The endless number of annual events celebrated in school – Christmas, Chinese New Year, Anti-Bullying Day, etc. – are only enriched inside the classroom, and inform students about these events of celebration whilst developing a sense of community and enriching the school experience. The frequent days where students are necessitated to donate a small amount of money has become second nature to them, subconsciously furthering their moral inclination to donate to charity.

School is comprised of many principles akin to the real world; irrespective of a student’s lack of desire to go to school, they legally have to be present. Irrespective of how much a student detests a particular teacher, they are obligated to do as they are told and follow instructions.

Our (teachers) job is not to prepare students for something. Our job is to help prepare students for anything. A.J. Juliani, Founder/CEO of Adaptable Learning

Does education really prepare students for the real world?

It heavily depends on what you consider the purpose of school is.

School is the foremost fountain of knowledge children are exposed to. It gives a chance for them to acquire knowledge on various fields of education such as people, literature, history, mathematics, politics, and other numerous subjects. This contributes to cultivation in the thought process. Education World

Samad is a Politics and Education Writer, and student at Dartford Grammar School

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• Related course material to real-life situations

Making course content relevant not only helps students master it more effectively–by applying it to situations they understand–but helps them understand the importance of learning the content, and therefore, be more motivated for doing so.

Some disciplines and topics allow for inclusion of real-life situations more easily than others, but students in nearly all disciplines can benefit from seeing how course content plays out in case studies. When teaching a grammatical issue in a composition course, for example, provide students with a poorly written hypothetical paragraph to correct that is part of some promotional material for a known organization (something really recognizable like Apple or Nike) while keeping in mind the need to reach and motivate the reader as a customer. In a history class, present a real case from current events that mirrors the history being explored and have students detail how the current events align with those of the historical ones, and in so doing, predict possible outcomes. A case study can be used to make most concepts relevant for real-life situations.

Remember that this is just an example of how to get started with this Teaching Method.

Series Editors: Michael Theall, Youngstown State University; Derek Bruff, Vanderbilt University; Amy Gross, IDEA Author: Michael Theall, Youngstown State University

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There are many reasons for incorporating real-life situations into instruction. Foremost are that applications of theoretical material in real-life situations make content easier to understand , and that the relevance of content is demonstrated by real-life examples . Relevance is a major component of many motivational models (1, 2) and particularly important if learners’ experiences can be used as a basis for new learning. Recent literature on brain function and learning (3, 4) reinforces a constructivist view in which existing knowledge forms the foundation for incorporating new information into more complex and sophisticated schemas. Thus, if prior experience can be connected to new material in a meaningful way, that material can be more clearly understood and more easily learned . There is a caution, of course – that student misconceptions can interfere with new learning (5, 6). Exposure to the application of content in real life situations may help to correct such misconceptions. Research on the dimensions of college teaching (7) also provides powerful evidence of the importance of connecting content to real-life situations. With respect to student achievement, the four most strongly correlated teaching dimensions are organization, clarity, perceived outcome, and stimulation of interest.

All of these dimensions relate just as powerfully to motivational issues like inclusion, attitude, meaning, competence, and satisfaction (1). As additional information, look at your scores on IDEA items #4 (demonstrating the significance of the subject), #6 (make clear how topics fit), #13 (introduce stimulating ideas), and #10 (explain material clearly). Item #11 correlates strongly with these items and with IDEA learning objectives dealing with gaining factual knowledge, learning to apply course material, developing specific professional skills, and values development.

It is always helpful to know about students’ prior experience and learning, and particularly so when misconceptions exist. Here, appropriate use of assessment techniques can help the instructor to determine the extent to which existing knowledge and experience can be effectively used, or whether alternative approaches are needed. Angelo and Cross (8) suggest techniques for determining not only factual knowledge, but also skills in analysis, synthesis, critical thinking, problem solving, and student attitudes and values. Many times, misconceptions are the result of a combination of misinformation and misinterpretation, but such errors can not simply be dismissed. Zull (3, 4) strongly recommends that finding a way to use past experience is more effective than simply telling the student, “That’s wrong. The right answer is…” Misconceptions don’t go away simply because we provide the right answers . However, with an understanding of the nature of students’ misconceptions, it is possible to help students reorganize existing knowledge and to help students reconstruct old ideas in new and appropriate ways. Zull (p.93) sums it up as follows: “First, prior knowledge is a fact….Second, prior knowledge is persistent….Third, prior knowledge is the beginning of new knowledge. It is always where all learners start. They have no choice.” Given this it seems not only wise, but necessary for teachers to make clear the relationships between prior knowledge/experience and new material.

When course material is connected to real-life situations, the instructor can demonstrate logical organization : “Today, as we discuss supply and demand I will show how theory X can be applied to solving problem Y. I’ve chosen this example because it provides a clear path to gaining a solid understanding of the basis for many economic decisions.” Applications make content more clear and understandable : “Now, let’s do this case study see how and why this principle works.” Connecting content to a desired real-world outcome demonstrates practical value : “This is the kind of project that you will have to carry out as professionals in the workplace.” Finally, making connections as above stimulates interest by getting students engaged in solving problems that interweave, theory, applications, and recognizable tasks: “Let’s see how this example relates to your attempts to develop a business plan.” Coincidentally, these four teaching dimensions (organization, clarity, perceived outcomes, and stimulation of interest) are also among the most powerful predictors of student ratings of teaching. It is easy to see how organization and clarity are related, and a logical structure makes it easier for students to know what is expected. The combination allows students to grasp the importance of the course and they are more easily motivated, more often engaged, and more frequently successful.

Maryellen Weimer (9) notes that we need to “… treat experiential knowledge more analytically and more objectively ” (p. xiv) and she describes “learner-centered teaching” as a process that “…accepts, cultivates, and builds on the ultimate responsibility students have for learning” (p. xvi). When we relate course material to real life situations, we acknowledge the potential of prior experience to enhance learning and at the same time tell our students that they have to connect new information to their own experiences. Learning requires this synthesis and we can not do this for them. Thus, “learner-centered teaching” has as its focus, two kinds of partnerships: the personal one that acknowledges the responsibilities of teachers and learners, and the cognitive one, that requires synthesis of old and new knowledge. In this sense , learner-centered teaching models the real-life processes that students will have to face – they will have to work with others to apply existing knowledge and to adapt that knowledge as situations change and new problems arise.

The differences between face-to-face and online learning do not affect this issue a great deal because demonstrating the relevance of course material can be done in many ways and the essential purposes do not change. While on-campus classes may include field trips or other off-campus demonstrations of course content in action (because students can all be in one place at one time), online courses can offer virtual tours that provide similar demonstrations of relevance. In fact, any type of course can offer asynchronous opportunities that are more convenient for learners and can connect learners with “real life” professionals and practitioners. Derek Bruff suggests two social networking strategies for increasing relevance: “ social bookmarking ” (10) and writing (or otherwise creating) for “ authentic audiences ” (11) provide opportunities for students to get feedback on their ideas and to contact other students or professionals engaged in related work.

This presents an important reminder that we should not create artificial distinctions between on-campus and online curriculum. Instructional needs should determine the technologies used rather than restricting these tools only to those teaching in environments that require the technologies for delivery. Are there unique demands made by online environments? Perhaps there are. For example, teacher enthusiasm is another dimension of college teaching identified by Feldman (7). Such enthusiasm can be conveyed easily in lectures, demonstrations, or face-to-face dialogue with students, but can it be as easily conveyed at a distance? Online courses that include live or recorded video and/or audio transmission capability can incorporate this to some extent, but teachers may have to develop additional ways of transmitting their enthusiasm for the content and its importance/relevance. Teleconferencing, blogs, and social networks can supplement other technologies and allow teachers and student to interact more frequently and effectively in terms of not only developing better interpersonal relationship, but also in terms of reinforcing the relevance of content to real life situations .

If we are trying to connect content to real-life situations, our assessments must demonstrate face validity . That is, they have to model the situations in which the new knowledge and skills will be used. If we only test for knowledge, the opportunity to demonstrate that learning is relevant is missed. Assessment of the connection of new material to real-life experience varies by discipline. In professional fields, the pragmatic links are clear and assessment via case studies, problem solving, individual or group projects, and the development of work plans or processes, is both valid and clearly relevant. It models real-life. In the humanities and social sciences, most content makes connections to human experience in a general if not a specific sense, and papers, essays, and other work can include the need to relate content and real-life. In mathematics and the physical sciences applications-oriented assignments and assessments can help to make the connection. Conceptual understanding is critical and assessments like knowledge surveys (12, 13) can provide useful formative information that points out areas of strength or weakness and that allows teachers to use their (and their students’) time more effectively. Active learning is the most widely supported teaching/learning strategy in the sciences because research (14) has shown that engagement through the application of content promotes enhanced learning. Assessments should match the learning objectives and the classroom processes used . An important idea to keep in mind is that assessments (especially major, end-of-term assessments) can reinforce the practical value and applicability of learning to real-life, and there is a positive correlation between the perceived value of learning and students evaluations of teaching and courses. For obvious reasons, this is not a trivial relationship. Assessment in online courses has many similar elements but often lacks the spontaneous feedback found in a classroom “question and answer” or discussion. Thus, in online courses, it may be wise to include more frequent feedback mechanisms (not all of which have to be formal). Discussion boards in course management systems can be used to have learners present definitions, descriptions, ideas, or explanations that are then raw material for other students’ comments, edits, changes, or improvements. These dialogues are archived and provide three benefits: 1) they engage students and help to promote a sense of community; 2) they provide a way to assess progress and to monitor participation; and 3) they are raw material for scholarship of teaching and learning-type explorations that help us to understand how best to use these new technologies.

Designing Focused Discussions for Relevance and Transfer of Knowledge

“When am I ever going to use this?” is a question more commonly asked in grade school classrooms than in undergraduate and graduate school ones, but instructors in higher education should consider the relevance and transferability of their course material nonetheless. To ensure that her course content is relevant and useful to students’ lives, Jane Mansbridge centers class material around transferable, real-world takeaways. In this video, she describes how by doing so, she gives her students “tools” she hopes they will take with them forever.

Learn more and see related resources about this Instructional Move from Harvard’s Graduate School of Education.

References and Resources

• Theall, M. (1999). What have we learned? A synthesis and some guidelines for effective motivation in higher education. In M. Theall (Ed.), “Motivation from within: Approaches for encouraging faculty and students to excel.” New directions for teaching and learning, 78 . San Francisco: Jossey Bass.
• Keller, J. M. (2008). An integrative theory of motivation, volition, and performance. Technical Instruction, Cognition, and Learning, 6 (2), 79-104.
• Zull, J. E. (2002). The art of changing the brain. Enriching the practice of teaching by exploring the biology of learning. Sterling, VA: Stylus Publications. See chapters 6, 9, & 12.
• Zull, J. E. (2011). From brian to mind . Sterling, VA: Stylus Publishing.
• Harvard – Smithsonian Center for Astrophysics (Producer). (1987). A private universe. [Videotape]. (Available from Harvard – Smithsonian Center for Astrophysics, 60 Garden St., Cambridge, MA 02138.)
• Harvard – Smithsonian Center for Astrophysics (Producer) (1997). Minds of our own. [Videotape]. (Available from Harvard – Smithsonian Center for Astrophysics, 60 Garden St., Cambridge, MA 02138.)
• Feldman, K. A. (2007). Identifying exemplary teachers and teaching: Evidence from student ratings. In R. P. Perry & J. C. Smart (Eds.), The scholarship of teaching and learning in higher education: An evidence-based perspective. Dordrecht, The Netherlands: Springer.
• Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques: a handbook for college teachers (2nd ed.). San Francisco: Jossey Bass.
• Weimer. M (2002). Learner-centered teaching. San Francisco: Jossey Bass.
• Bruff, D. (2011) Social bookmarking with Diigo. Blog post available at: http://derekbruff.com
• Bruff, D. (2011) Social pedagogies: Authentic audiences and student motivation. Blog post available at: http://derekbruff.com
• Nuhfer, E. & Knipp, D. (2003). The knowledge survey: A tool for all reasons. In C. Wehlburg & S. Chadwick-Blossey (Eds.). To improve the academy, 21. Bolton, MA: Anker Publications.
• Wirth, K. R., & Perkins, D. (2005). Knowledge Surveys: An indispensible course design and assessment tool. Presentation at the Innovations in the Scholarship of teaching and learning conference at St. Olaf College. Available at: http://www.macalester.edu/geology/wirth/WirthPerkinsKS.pdf
• Science teaching reconsidered. (1997). Washington, DC: National Academy Press.

Related Resources from Magna Publications

• Problem-Based Learning: Six Steps to Design, Implement and Assess

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• 10 Strategies for Enhancing Learning in Introductory Courses
• Experiential Learning Inside the Classroom
• How Can I Create Meaningful Assignments for My Students?
• How Can I Connect Students’ Interests to Course Content?
• How Can I Enhance Class Using Story, Popular Media and Objects?
• Found ways to help students answer their own questions
• Helped students to interpret subject matter from diverse perspectives
• Encouraged students to reflect on and evaluate what they have learned
• Demonstrated the importance and significance of the subject matter
• Formed teams or discussion groups to facilitate learning
• Made it clear how each topic fits into the course
• Provided meaningful feedback on students’ academic performance
• Stimulated students to intellectual effort beyond that required by most courses
• Encouraged students to use multiple resources (e.g., Internet, library holdings, outside experts) to improve understanding
• Explained course material clearly and concisely
• Created opportunities for students to apply course content outside the classroom
• Introduced stimulating ideas about the subject
• Involved students in “hands-on” projects such as research, case studies, or real-life activities
• Inspired students to set and achieve goals which really challenged them
• Asked students to share ideas and experiences with others whose backgrounds and viewpoints differ from their own
• Asked students to help each other understand ideas or concepts
• Gave projects, tests, or assignments that required original or creative thinking
• Encouraged student-faculty interaction outside of class

Home — Essay Samples — Life — Skills — Preparing Students For The Real World

Preparing Students for The Real World

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Words: 562 |

Published: Mar 19, 2024

Words: 562 | Page: 1 | 3 min read

Table of contents

Introduction:, conclusion:, 1. the changing landscape of the real world:, 2. the importance of soft skills:, 3. bridging the gap between theory and practice:, 4. cultivating a growth mindset:, 5. nurturing financial literacy:.

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• Published on October 14, 2024
• October 14, 2024

8 real-life growth mindset examples that will inspire you to keep pushing forward

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Did you know…

…Steve Jobs was ousted from the very company he helped build?

…Oprah was fired from her first television job because she was “unfit for television news”?

…J.K. Rowling was rejected by 12 different publishers?

…Michael Jordan was cut from his high school basketball team because the coach deemed him too short and inexperienced?

…Sara Blakely was repeatedly told that her idea, Spanx, wouldn’t work?

The reason why you know their names now is because they didn’t let their circumstances deter them. They’re living, breathing growth mindset examples —people who embraced challenges, learned from their setbacks, and ultimately turned obstacles into opportunities.

And if they can do it, imagine what you could achieve by adopting the same mindset.

What is a growth mindset?

A growth mindset, a term coined by psychologist Carol Dweck, is the belief that you can get better at something through dedication and hard work . You see challenges as chances to grow rather than as roadblocks, and you put in the effort to learn and improve along the way.

A mind expanded doesn’t ever shrink back to its original size. When you transform, it’s an irreversible shift.

Look at it this way: when you’re faced with something you don’t know how to do—let’s say, changing a tire—do you tell yourself that you don’t know how to do it and get someone else to do it for you? Or do you tell yourself, “ I don’t know how to do this yet, but I can learn ”?

The latter is what this mindset is all about. It’s being open to learning, staying curious, and constantly improving.

“ When you adopt this idea of growth being [the #1 goal in life], what you start to find is that everything else grows with you ,” explains Vishen , the founder and CEO of Mindvalley, in his Be Extraordinary Quest. “ But, better than that, when growth becomes number one, then failure doesn’t hit you as much because you start seeing how you grew from that failure .”

The two types of growth mindsets

According to Vishen, there are two main paths to transformation: through kensho or through satori . Here’s what he means:

• Kensho is growth through pain, and it happens when something major shakes up your world—like a personal crisis, a health scare, or a career failure. While they can be painful, these experiences force you to rethink your life and your beliefs. For instance, someone might survive a health crisis and realize they need to take better care of themselves, sparking a transformation in their approach to health and wellness.
• Satori is growth through insight, and it happens slowly as you gain wisdom through continuous learning over time. Whenever you read a new book, reflect on a life lesson, or take on a small challenge, you add a new layer of understanding. This path shows that growth doesn’t always have to be dramatic—it can come from the gradual accumulation of insights and experiences.

“ Every time we step into one of these greater versions, because of increased wisdom and understanding, we can never go back to our old self ,” Vishen explains. “ This is why transformation is the key to becoming a better human .”

2 fixed mindset vs. growth mindset examples

At the heart of the difference between success and stagnation lies a simple choice: how you view challenges.

1. Free Guy : from limitations to growth

A fixed mindset convinces you that your abilities are set, leaving little room for improvement. If you’ve ever seen the movie Free Guy , you know that Guy, the non-playable character (NPC) in a video game, believes that his role is static. He has no control over his fate.

However, after meeting a real-world player, Guy begins to question his limitations and starts learning new skills. He grows more curious and resilient, and by the end of the movie, he embraces a growth mindset . The turning point helps him realize he has the power to change, improve, and take charge of his own story, both in the game and in life.

2. A Mindvalley member story: from anxiety to aliveness

Luiz Claudio Otoni de Castro , a doctor based in Brazil, felt overwhelmed by anxiety and fear of the future, despite having big goals. “ I was living in fear of the future and delaying my dreams ,” he writes on Mindvalley Stories.

But taking what he learned through the Be Extraordinary Quest, he began to forgive, feel gratitude, and believe in himself once more. “ I feel alive again; I feel the sense and the belief that everything is possible .”

His transformation is a powerful example of how shifting your mindset can lead to long-term change. As Vishen says, “ A mind expanded doesn’t ever shrink back to its original size. When you transform, it’s an irreversible shift .”

3 growth mindset examples at work

The workplace is constantly evolving, and those who succeed are the ones who can adapt and grow. By adopting a growth mindset at work, you can improve and achieve new heights in your career.

Here are three examples of a growth mindset that can make a difference in your professional life:

1. Google’s goal-setting framework: embracing failure

When you focus on your growth, you’re more likely to view failure as a stepping stone to success rather than… well, failure.

For example, at Google, employees are encouraged to set ambitious goals , even if there’s a 50% chance of failure. This goal-setting strategy pushes people beyond their comfort zones and fosters an environment of innovation.

Vishen himself went through a similar journey before he founded Mindvalley. He started three companies—all of which went bankrupt. Did he find it painful? Absolutely. But it helped him learn to be a better entrepreneur.

“ While failure can be momentarily painful, failure is a powerful act of transformation ,” he adds. “ All of us become better when we view failure this way and critically reflect on why we failed and understand how to show up better in the world .”

By embracing the possibility of failure, employees focus on learning from their mistakes and are more willing to take risks. And this ultimately leads to breakthroughs.

2. James Clear’s “1% rule”: prioritizing continuous learning

Like that Bob Dylan song, “ The times, they are a-changin’ .” In fact, a report published by Deloitte emphasizes that about 40% of the global workforce will need to learn new skills every six months to keep up with rapid changes.

Those with a growth mindset understand the importance of constantly evolving. So they invest time to develop their skills, which could be anything from attending seminars to taking online courses to staying up-to-date on industry trends.

Quoting James Clear, Vishen mentions, “ You only need to be 1% better than the competition ” to gain a competitive advantage. Whether you’re a stock market analyst or a project manager, consistently making small improvements can set you apart from the rest.

3. Microsoft CEO: actively seeking feedback

Feedback is crucial for your personal growth . Sure, it can be hard to hear, but it’s essential for improvement.

At Microsoft, for instance, CEO Satya Nadella famously shifted the company’s culture by encouraging employees to adopt a “learn-it-all” mentality. Rather than focusing on being a “know-it-all,” employees are encouraged to continuously ask questions, stay curious, and most importantly, see feedback as an opportunity for improvement.

When you focus on what you can learn rather than what you already know, you’re more open to adapting, improving, and staying ahead in a constantly evolving world. 

3 growth mindset examples for students

Being flexible in thinking isn’t just for adults; students can also benefit from it. Going back to Carol Dweck’s research, she found that when they believe they can improve their abilities, they’re more likely to build strong learning habits and take on challenges.

Here are three growth mindset examples in action that can help students thrive:

1. Low grades: viewing struggles as opportunities to learn

Think about when you were a baby learning to walk. You had this inner cheerleader that kept you going.

When you fell while crawling or trying to stand, your mind didn’t say, “ You’re terrible at this; just quit .” Instead, it likely told you, “ Keep going; you’ve got this! ” You just kept trying.

That’s just how we are as humans. However, as we get older, something changes. We start doubting ourselves when we fail or struggle, thinking, “ I just can’t do this .”

Our inner cheerleader turns into a critic. But just like when we were babies, those struggles are actually opportunities to improve.

Let’s say a student gets a low grade on a math test; instead of feeling defeated, they can seek help from a teacher, try new study methods, and practice more. Over time, their effort pays off, and their grades improve.

This shows that with persistence and grit , you can set yourself up for success—even the things you find most challenging at first.

2. Carol Dweck’s power of “yet”

There’s a simple word that can completely change how we think: yet . Carol Dweck loves this word, and for good reason.

When a student says, “ I’m not good at math yet ,” they’re shifting from a mindset of defeat to one of possibility. It reminds them that they’re not supposed to be good at everything right away—learning takes time.

By adding “yet,” students understand they’re on a learning curve. Maybe they can’t solve a problem right now, but with practice and effort, they will.

This word helps us remember that skills aren’t fixed; they’re something we develop by staying persistent and trying again.

So instead of thinking, “ I just can’t do this ,” say, “ I can’t do it yet ,” and keep moving forward.

3. Group learning: embracing collaboration

When students work in a group setting, everyone brings something different to the table. For example, one person might be great at researching while another is better at writing.

By working together, everyone can learn from each other’s strengths. Instead of seeing it as competition or being afraid of making mistakes, you can view it as an opportunity to improve and grow together.

That’s the great thing about collaborative learning—it encourages an open and curious attitude. It’s not just about succeeding on your own, but rather, helping each other get better. And this is exactly what a growth mindset is about.

Frequently asked questions

What are the benefits of having a growth mindset.

There are plenty of pros to having a growth mindset. Here are a few:

• Resilience. You’re less likely to be discouraged by setbacks and more likely to bounce back stronger.
• Creativity and innovation. It helps you come up with fresh solutions and keeps you growing in your career.
• Personal development. You’ll keep looking for ways to improve yourself, both professionally and personally.
• Stronger relationships. You’ll be more willing to learn from conflicts and grow as a partner, parent, or friend.
• Better health and happiness. It encourages you to improve your physical, emotional, and mental well-being.

This mindset has positive effects on many areas of life, from your career to your personal relationships.

As Vishen quotes Srikumar Rao, the founder of The Rao Institute, “ If you can ensure that growth is your number one goal, everything else will grow with you—your career, your business, your relationships, your parenting, your health, everything that truly matters in life .”

What are some common obstacles to developing a growth mindset?

Recognizing the obstacles that keep you in a fixed mindset is the first step toward overcoming them. Here are some common ones:

• Fear of failure. Many people are afraid of making mistakes or being judged, which can stop them from trying new things.
• Belief in fixed talent. If you think your abilities are set in stone, you might not see the point in putting in the effort to improve.
• Lack of patience. Growth takes time, and expecting instant results can make you give up before you see any real progress.

Overcoming these challenges requires a shift in perspective. And, as Vishen puts it, “ It is how you cope with these situations that truly make you extraordinary .”

How can I develop a growth mindset in myself?

Learning, according to Vishen, is one thing. Transformation? It’s another. And the thing is, the latter changes the way you show up in the world.

In his Be Extraordinary Quest, Vishen shares five key strategies for transformative growth that can help you make lasting changes in your mindset and your life:

• Critical reflection. Regularly reflect on your past experiences and mistakes. Ask yourself how you can improve and what you’ve learned from these moments.
• Critical study and writing. As you learn something new, take notes and think about how it can impact your life. Writing down your thoughts will help cement the learning into your mind.
• Social discourse. Discuss your growth journey with a friend or a group. Sharing your progress and holding each other accountable helps deepen your transformation.
• Rate of application . Don’t wait to apply what you learn. Implement new ideas or strategies as soon as possible to reinforce growth.
• Altered states. Practices like meditation or mindfulness can help you access deeper insights and ideas. These moments of calmness allow you to connect with your subconscious mind and support your transformation.

“When you bring in these five practices into your transformational practice, you grow faster than ever before ,” says Vishen. And chances are, you’ll see incredible things happening in both your personal and professional growth.

Awaken your unstoppable 

What if the way you’ve been striving for success is only half the story? Imagine if the challenges you face—the setbacks, the missed opportunities, etc.—could be turned into fuel for something far greater.

This alchemy works exactly what you’ll discover in Vishen’s Reconstructing Reality masterclass on Mindvalley.

It’s a prelude to his Be Extraordinary Quest, but it’s packed with insights on how to tap into higher states of consciousness, shape your reality, and achieve goals that once seemed impossible.

People from all walks of life have used these techniques to create extraordinary success—tennis champion Bianca Andreescu; Miss Sweden 2014, Camilla Hansson; and social media entrepreneur Ranveer Allahbadia, just to name a few. And now, it’s your turn.

If you’re ready to step beyond the ordinary and find a better way, sign up for free for Reconstructing Reality and unlock the path to transformation.

Welcome in.

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Bend Reality and Rapidly Achieve Even Your Most Audacious Goals With Mindvalley's Founder, Vishen

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Tatiana Azman

Vishen is an award-winning entrepreneur, speaker, The New York Times best-selling author, and founder and CEO of Mindvalley, a global education movement with millions of students worldwide. He is the creator of Mindvalley Quests, A-Fest, Mindvalley University, and various other platforms to help shape lives in the field of personal transformation.

Vishen led Mindvalley to enter and train Fortune 500 companies, governments, the UN, and millions of people around the world. His work in personal growth also extends to the public sector as a speaker and activist working to evolve the core systems that influence our lives—including education, work culture, politics, and well-being.

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Mindvalley is committed to providing reliable and trustworthy content. 

We rely heavily on evidence-based sources, including peer-reviewed studies and insights from recognized experts in various personal growth fields. Our goal is to keep the information we share both current and factual. 

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Essay on The Real Education

The thoughts and knowledge of one generation pass to another and they pass through the child. What is education for? Why do we build schools and take much trouble to examine children in what they have learned? The child goes to school to learn the true riches of life like love for the humanity, thinking or reasoning and acting according to the situation. Education is the growth of human mind. A workman of ivory spends a long time in learning the skill of carving ivory. Educating a child is carving thoughts and feelings in his mind. It is a great art to contact the heart of child and build good character with lasting effect.

To my mind, real education is to make a child live for others, always acting just and lindly. He should grow into a good citizen, with a great admiration for everything good in life. He should know how to preserve his ancient glories and treasure them as national pride. He should be taught to think before he acts, to be prudent and useful to his society. He should develop values of heart, like courage, patriotism, sympathy, service mindedness, loyalty, cooperation and tolerance to make his country noble. Education should teach the young minds to do useful service in their trade or profession to manifest the power or work in the human brain and the human hand.

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Great resources for making Reinforcement Learning work in Real Life situations. Papers,projects and more.

ugurkanates/awesome-real-world-rl

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Awesome real world rl.

This list is big compilation of all things trying to adapt Reinforcement Learning techniques in real world.Either it's mixing real world data into mix or trying to adapt simulations in a better way.It will also include some of Imitation Learning and Meta Learning along the way. If you have anything missing feel free to open a PR,I'm all for community contributions.

Conference Talks

Simulation to real with gans, meta reinforcement learning, imitation learning, multi agent in real world, real world examples, prominent researchers & companies to follow.

Any academic work done related to RL in real world.This is the other part of list,anything doesn't fit but still related gets here.

• Domain Randomization for Transferring Deep Neural Networks from Simulation to the Real World
• Asymmetric Actor Critic for Image-Based Robot Learning
• Towards Learning Robots Which Can Adapt on the Fly
• Thinking while moving : Deep RL with Concurrent Control
• Towards Vision-Based Deep Reinforcement Learning for Robotic Motion Control
• Quantifying the Reality Gap in Robotic Manipulation Tasks
• Transferring End-to-End Visuomotor Control from Simulation to Real World for a Multi-Stage Task
• Sim-to-Real Robot Learning from Pixels with Progressive Nets
• A Practical Approach to Insertion with Variable Socket Position Using Deep Reinforcement Learning
• Modelling Generalized Forces with Reinforcement Learning for Sim-to-Real Transfer
• Off-Dynamics Reinforcement Learning: Training for Transfer with Domain Classifiers
• Emergent Real-World Robotic Skills via Unsupervised Off-Policy Reinforcement Learning
• The Ingredients of Real-World Robotic Reinforcement Learning
• Learning personalized treatments via IRL
• Reinforcement Learning Applications
• Challenges of Real-World Reinforcement Learning
• An empirical investigation of the challenges of real-world reinforcement learning
• Generalized State-Dependent Exploration for Deep Reinforcement Learning in Robotics
• Learning To Navigate The Synthetically Accessible Chemical Space Using Reinforcement Learning
• Scaling simulation-to-real transfer by learning composable robot skills
• The Importance and the Limitations of Sim2Real for Robotic Manipulation in Precision Agriculture
• Decentralized Reinforcement Learning: Global Decision-Making via Local Economic Transactions

Any book dedicated to RL in real world or book parts that contains related content.

• Deep RL Hands On 2nd Edition Packt Edition - Has entire chapter dedicated to real world robotics agent.
• Foundations of Deep Reinforcement Learning: Theory and Practice in Python - Few chapters related to real world applications.

Any recorded talk related to subject goes here.

• GPU Technology Conference 2017: Sim2real collision avoidance for indoor navigation of mobile robots
• Reinforcement learning and it's growing role in AI with Real World examples - Microsoft 2020
• RL in Real World 2020 Conference
• RL for Real Life Panel Discussion June 27-28 2020
• RL for Health Care Panel Discussion June 28 2020
• Learning to Dock Robustly
• On Demand Ride Sharing with RL
• BADGR: An Autonomous Self-Supervised Learning-Based Navigation System
• An empirical investigation of the challenges of real world Reinforcement Learning
• Why Sim2Real ? - July 10 2020
• Visual Learning and Reasoning for Robotic Manipulation

Free or paid courses related to subject goes here.

• Stanford CS330 Meta RL + Multi Task by Chelsea Finn 2019-2020
• CMU Real Life Reinforcement Learning 2015 - A lot of advanced topics as well as talks about DARPA RL Challenge.
• Reinforcement Learning Robot Course CMPUT 652 Fall 2019

Any paper uses GANs to generate realistic simulation images for adaptation of policy goes here.

• Using Simulation and Domain Adaptation to Improve Efficiency of Deep Robotic Grasping - GraspGAN
• RL-CycleGAN: Reinforcement Learning Aware Simulation-To-Real

Anything Meta RL goes here.

• Meta-Reinforcement Learning for Robotic Industrial Insertion Tasks
• Sim-to-Real Transfer of Accurate Grasping with Eye-In-Hand Observations and Continuous Control​
• Meta-Reinforcement Learning Robust to Distributional Shift via Model Identification and Experience Relabeling

Anything Imitation Learning goes here.

• Reinforcement and Imitation Learning for Diverse Visuomotor Skills
• Learning Agile Robotic Locomotion Skills by Imitating Animals

Anything Multi Agent Real World RL related goes here.

• Python MARL

Any real world news or projects deployed RL in real life goes here.Mostly news,comments,blog posts etc.

• Reinforcement learning for the real world - Article
• Reinforcement Learning Applications in Real Life June 2019

Anything Offline Reinforcement Learning goes here.

• Scaling data-driven robotics with reward sketching and batch reinforcement learning
• Accelerating Online Reinforcement Learning with Offline Datasets
• MOPO: Model-based Offline Policy Optimization
• Offline Reinforcement Learning: Tutorial, Review, and Perspectives on Open Problems

Saved datasets goes here.

• RoboNet - Large Scale Multi Robot Learning
• GQ-CNN Training Datasets
• GQ-CNN Object Mesh Datasets
• HDF5 Database of 3D Objects, Parallel-Jaw Grasps for YuMi, and Robustness Metrics
• Google Robotics Dataset - Includes Grasping-Push-Depth Image-Pouring-3DModels.
• D4RL: Datasets for Deep Data-Driven Reinforcement Learning

Any project link available on internet related to it goes here.

• Dexterity Network - Grasp Quality Convolutional Neural Networks (GQ-CNN)

Open source libraries related goes to here.

• State Representation Learning Zoo - Implements most of SRL algorithms in robotic settings.
• Robotics Reinforcement Learning - Customizable PyBullet gym robotic environment.
• RL Bench - Includes object oriented approaches for robotic RL tasks.
• RL Garage - Includes common RL real world robotic benchmarks.
• RL Robotic Meta World - Robotic Manipulation Tasks - Real world examples regarding to Meta Learning.
• GYM Sawyer Robot Environments - ROS - Sawyer robot with ROS and RL.
• Sergey Levine - Google Robotics,UC Berkeley.
• Chelsea Finn - Stanford Uni,Google Brain.
• Ashvin Nair - UC Berkeley.
• 99andBeyond - Chemical Company Uses RL for Research,Biomedical & Chemistry.
• Google Brain & Robotics - Mostly Real Life RL Robotics projects.
• X Company - A lot of physics and real life based problems with RL.
• Damien Ernst - Real Life solutions to energy related problems.
• Xinyang Geng - A lot of Meta Learning and locomotion RL.
• Maxim Lapan - Author of Deep RL Hands-On book.
• Scott Fujimoto - One of the most prominent Offline RL researcher.
• TalkRL Podcast - Includes a lot of new RL research.

Contributions welcome! Read the contribution guidelines first.

To the extent possible under law, Ugurkan Ates has waived all copyright and related or neighboring rights to this work.

Contributors: Ugurkan Ates

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