Introduction In this assignment I am going summarise key aspects of current legislative requirements and codes of practice relevant to Counselling training in Adult Education. I am going to discuss issues of equality and diversity and outline ways to promote inclusion. I am going to review referral options and describe the types of records I keep and why. Legislative Requirements and Codes of Practice Both Legislative Requirements and Codes of Practice can be grouped into 2 types. Generic, which means relating to teaching and Specific, relating to the specialist area, in this case Counselling.
Enlisted below is the broad classification of adult learning process into various sub-concepts such as:- • Firstly, Androgogy that is the art and science of making adults learn by an educator. • Secondly, Self-directed approach that is the need of individual to manage her or his own learning • Thirdly, Transformational approach or the psycho-cultural and cognitive restructuring of an individual due to experiences • Lastly, the class, gender and ethnicity learning that accentuate the impact of societal factors on learning. Androgogy It can be defined as the approach to become self-reliant, autonomous and self-directed by the means of experiences. It is not qualified by mission and vision but academic learning including reflection, critique
Ausubel (1978) states that learning is an internal purposive process concerned with thinking, perception, organisation and insight. The student can be encouraged to read more about hospital and unit policies. Andragogy is the act, science and professional teaching and training of adults. Due to the student learner’s active role in his own self direction and readiness to learn, andragogy was an appropriate model on which to base the learning and mentorship role. Therefore, the student was viewed as an adult learner.
Knowles’ concept for andragogy incorporated four assumptions: maturity, allowing a person to move from dependent to self directing learning, adults accumulating experiences that they use as resources for learning, adults learning relying on their social culture and adults learning that is problem centered opposed to subject centered. From these assumptions, Knowles felt that successful adult learning programs could be established. His premise was that adult learners are “self-directed” and have the desire to take part in their own learning experiences, (Merriam, Carrafella & Baumgartner, 2007). In other words, andragogy focus the learning experience on the adults learning process instead of the content. Since inception, andragogy has taken on a broader meaning than adult learners, but now the term defines alternative to pedagogy and is linked to learner-focused education for all ages, children to adults.
Critical reflection blends learning through experience with theoretical and technical learning to form new knowledge constructions and new behaviors or insights. Learning by critical reflection creates new understandings by making conscious the social, political, professional, economic, and ethical assumptions constraining or supporting one’s action in a specific context (Ecclestone 1996; Mackintosh 1998). Critical reflection’s appeal as an adult learning strategy lies in the claim of intellectual growth and improvement in one’s ability to see the need for and effect personal and system change. Reflection can be a learning tool for directing and informing practice, choosing among alternatives in a practice setting, or transforming and reconstructing the social environment (Williamson 1997). Can critical reflection be taught in a classroom?
Education comprehends the teaching and the learning of knowledge, information, legitimate strategies, and special authority. It concentrates on the development of skills, transactions, occupations and positions, along with moral, mental inventive development. Official education contains organized preparation, teaching and training by teachers. This contains the practice of teaching and then the development of an organization, or curriculum. Teachers need to be able to determine a subject well enough to conduct the principles that new students need to understand.
What are some of the barriers & problems faced by adults when returning to formal education and learning? How can they be overcome? Introduction The focus on this essay will be about the barriers and problems faced by adults, when they return back to formal education and learning, the question is how can they overcome this? The most essential part of adult education is by engaging in a continuous learning in order to remove barriers to their learning skills, for this, Merriam & Brockett (1997) defined adult education‘ as activities intentionally designed for the purpose of bringing about learning among those whose age, social roles, or self-perception define them as adults." Adult education may also be designed for those that did not have the opportunity to attend formal education when they were young or due to one reason or the other they have decided to upgrade their educational qualification by going back to study and can be able to develop their ethical minds for the fact that the ethical minds, according to Gardner (2011) ‘falls within the province of adolescences and adulthood’ and developing ethical minds is a way of overpowering powerful habit of unschooled mind.
The Adult Learning Theory COLL100 D143 American Military University Amy Peterson The Adult learning theory is a topic that depicts how adults adapt to life circumstances and styles of learning from childhood to adulthood. The basic grasp of how our minds works and operate under different situation and life demands. It is my in-depth interest in this topic that prompts me to do further research into this topic. To gain the knowledge and insight of how we obtain new challenges and develop our own style learning helps society move toward the Adult Learning Theory. In How Adults Learn, Marcia says, “people can learn from the moment of birth.
Orientation to learning: As a person matures his time perspective changes subject-centeredness to one of problem centeredness. 5. Motivation to learn: As a person matures the motivation to learn is internal. Difference between Andragogy and Pedagogy: 1) Pedagogy is the art and science of teaching children. Andragogy is the art and science of helping adults.
Running Head: RUNNING STYLES TESTS How Learning Styles are used in Higher Education Name: University: Course: Tutor: Date: Learning styles incorporate various methods used the dissemination of knowledge and skills mostly in an education setting. Supporters of learning styles have suggested that learners require an interactive approach to learning, one that suits their style of learning. Therefore, teachers should adopt teaching practices that are in line with the needs of the student within the social, cultural and emotional precincts of the learners. It is therefore important to make learning as individual as possible (Kolbs, 1984). With regard to this, several theories have come up since the 1970s explaining different approaches to learning.