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.
Cognitive Coaching Anjanette L. Briggman EDL/531 February 10, 2011 Shana Henry Barton Cognitive Coaching This paper will include information regarding application of cognitive coaching in the current climate of education and how it relates to educators consistently growing in their role. The word coaching can have multiple meanings based upon the content in which it is being used. As it relates to this paper the coach will be noncritical, create an environment for reflective practice, and encourage self-directed learning. The coach will maintain a clear purpose for the coaching sessions by asking exploratory questions will push the limits of the mentees thinking, self-awareness, opinions, and idea of norm. The intended outcome is to
Customized Learning Theory: Differentiated Instruction and Inclusion in the Classrooms Katie Wood Liberty University “Let the wise hear and increase in learning, and the one who understands obtains guidance,” (Proverbs 1:5, ESV). This is a powerful statement from God’s Word that should guide the role teachers play in their classrooms. “Good teachers know their subject matter and have mastered pedagogical skills,” (Slavin, 2009, p 24). Teachers who are willing to base their lessons off of research, in order to learn, will understand what it truly means to guide their students in the right direction. However, teachers cannot guide if they do not understand their students and how the students interpret learning in the classroom.
Through reflection, discussion with my mentor and reading literature I realised that building relationships are perhaps more about understanding personal drives,(Walker et al 2005), of which coping strategies are a part, but ultimately understanding patients, comes from the ability to communicate effectively; most importantly listening and observing to pick up cues (Castledine 2004) Bulman and Schutz (2004) stated that Gibbs (1988) encourages the reflector to make sense of the situation analysis critical thought, linking theory to practice. I will do this by exploring communication, in particular non verbal cues and looking at the evidence underpinning it. McCabe and Timmins (2006) stated that facial expressions are an intrinsic way to express emotions and eye contact is one way to show interest. Additionally McMahon and Pearson (2002) stated that anxious patients can be unsuccessful in making themselves understood by the nature of their emotional state. This according to Lyth (2000) makes observations by nurses difficult to achieve.
Staying with the patient and eventually sees him calm and smile again somewhat makes me feel proud of myself and our team making the patient a happy person again. However, I believe on my part I still need more learning, reading and research in my interpersonal relationship with clients as I progress in my studies and through my career in
To better understand the way adults learn, multiple researchers, scholars and educators alike have been establishing andragogy to implement into individuals personal glossaries. In this paper, andragogy from Malcolm Knowles developed six principles that are extremely relevant for adult learning. Social learning theory from Albert Bandura and Julian B, Rotter provide a solid foundation to how humans socialize and learn from their environment. The concepts of needs in self determination are extremely pertinent for specifying what is essential to life. In conjunction, engagement theory, instructional design theory and constructivism theory help people build goals which are crucial in how people learn.
Name: Ashleigh Wuestenenk Student ID: 4496228 Some questions to respond to: 1. The authors talk about ‘Teaching for Learning’ (2009, p. 20). They explain that 'teaching for learning' is part of VU's teacher education and project partnerships. What do you understand by this term? What I understand by ‘teaching for learning’ is that as a pre-service teacher we need to learn about teaching well at the same time also achieve confidence and competence in the students learning which than leads to teachers identifying their own purpose and values which supports their practice and professional approach.
You can use constructive feed back to build on use it as a tool not a negative. Work as part of a team; keep calm listen and respect, the people you are working with. Your past experiences can also help, and using your own initiative being positive. Appraisals are good way to receive constructive feedback, this will show your strengths and weakness, you might need more training on your moving and handling as you are not using the equipment properly. I receive positive feedback from my manager, she had over heard me talking to a service user who was being challenging with me, she explained she was very happy with the way I dealt with the situation calmed things down before they became worst.
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.
I think the humanistic-encouraging trait is important because like any other leader, people must trust you, set goals that are attainable, learn how to resolve issues in a constructive manner, and encourage your followers. I enjoy listening to people’s problems and helping them think positive and find the healthiest or best solution. I am normally the person my friends come to when they need to talk to someone. I believe as a manager a person must have a sense of how a person is and deal with each person individually if needed so each person as an understanding of what is the mission is. Controlling as a manager is something I believe I will have to work on.