Plagiarism Exercise “… In an effort to better understand how adults learn, adult learning theories are derived to help theorists and practitioners by providing workable and testable explanations of the learning process. These theories seek to explain how the process of learning as an adult differs from learning as a child. They focus on describing how various social, psychological, emotional, and physiological factors affect adult learning. To that end, ideas generated by educators, sociologists, and psychologists all contribute to a comprehensive understanding of the adult learner and how to create a learning environment that is most suitable to their unique needs…” (Snyder, 2009). QUESTIONS: 1.
Adult Learning Theories Acquiring knowledge of adult learning might be the most significant journey anyone can undertake. Success in life is determined how motivated and how positive a person can be. Andragogy is the art and science of helping adults learn (Henschke, J A. 2011). To better understand the way adults learn, multiple researchers, scholars and educators alike have been establishing andragogy to implement into individuals personal glossaries.
Critique #3 1. What importance does Dewey give to the group in learning? Examine the contemporary emphasis on collaborative learning as an example of the educative power of the group. Provide specific examples from your experiences. As John Dewey once stated “Education is not preparation for life; education is life itself”, his perspective of education also emphasizes on the collaboration among learners to an end of academic achievement, just like how importance for people to interact with others if they are to succeed.
Inclusive Practice and providing learners with support Introduction I work at a further education College for students with epilepsy, associated learning difficulties, behavioural difficulties and other neurological difficulties. The College is based within a large institution called the David Lewis Centre. The Centre and the College prides itself with helping individuals along their path of independence. The college describes this in its mission statement, “Our mission is to enable young people with complex epilepsy and related neurological conditions to make the optimum transition to adult living”. (2006, p1) This is achieved through many and various methods of support to provide equal opportunity and inclusion.
A: I believe the current rigid system of evaluation de-emphasizes the learning process in favor of quantifiable results that can be analyzed by some machine, instead of truly allowing each student to live up to his or her potential. Paragraphs 20, 27 Literary Analysis Question Q: How does Mike Rose use his rhetorical strategy of shifting viewpoint from student to analytical observer to deliver an effective message about traditional education? A: His rhetorical strategy is extremely effective at connecting student readers to the text by empathizing with their problems while appealing to logos and the analytical standpoint of adults through his use of logic and evidence to support his
In the use of documentation, a learning theory and instructional design are necessary in order to make sure that information is given for the learner to be able to meet the goals and objectives of the learning session. Because the learners for this session will be adult learners with previous knowledge of the educational topic, the instructional design that will be used is that of the Bloom’s Learning Taxonomy, while the learning theory is that of Knowles Adult Learning
Kolb’s Experiential Theory of Learning The Experiential Learning Theory (ELT) provides a holistic model of the learning process and a multilinear model of adult development, both of which are consistent with what we know about how people learn, grow, and develop. The theory is called “Experiential Learning” to emphasize the central role that experience plays in the learning process, an emphasis that distinguishes ELT from other learning theories. The term “experiential” is used therefore to differentiate ELT both from cognitive learning theories, which tend to emphasize cognition over affect, and behavioral learning theories that deny any role for subjective experience in the learning process. Another reason the theory is called “experiential” is its intellectual origins in the experiential works of Dewey, Lewin, and Piaget. Taken together, Dewey’s philosophical pragmatism, Lewin’s social psychology, and Piaget’s cognitive-developmental genetic epistemology form a unique perspective on learning and development.
Overcoming Resistance to Learning 1 Overcoming Resistance to Learning 2 Malcolm Knowles’ (1989) principles for overcoming resistance to learning have given me a new perspective on adult learning. His techniques for getting people to become self-directed learners have prompted me to change the way my company presents professional development plans to our employees. There are also obvious parallels between Knowles’ principles, and the Principles of Adult Learning course. Resistance to learning is a challenge I am required to overcome quite frequently in my work as a training manager. Some of the training programs I administer are professional development plans for individuals wanting to be considered for a promotion, or recently promoted from within the organization.
Concrete experience (action/actual practice) Concrete experience (action/actual practice) Active Experimentation (Exploring/revising approaches) Active Experimentation (Exploring/revising approaches) Reflective observation (analysing) Reflective observation (analysing) Abstract conceptualisation (sense-making) Abstract conceptualisation (sense-making) Mollie Owen 12A P1 - Explain key influences on the personal learning processes of individuals. Theories of ageing There are 4 theories of learning which are: - Seeing - Hearing - Movement - Touching/feeling Two of the theories related to learning from experience are Honey and Mumford’s learning cycle and Kolb’s experiential learning cycle. Source – Health And Social
Adult learners are typically defined as learners over the age of 25, and are often referred to as nontraditional students. They tend to be self-directed, have a rich reservoir of experience that can serve as a resource for learning, and are generally motivated to learn from within (internally/intrinsically) as opposed to being obligated, or subject to, external or extrinsic forces. These factors, as well as having learning needs closely related to changing social roles and being problem-centered and interested in immediate application of knowledge come from the idea of andragogy. Andragogy is the art and science of helping adults learn (http://epltt.coe.uga.edu/) . Learning opportunities for adults exist in a variety of settings.