So the The focus of my education will be to utilize theories on adult learning and methods of long-term retention within the context of their preferred communication and learning styles. Much like the University of Minnesota utilizes voice-over PowerPoints and reading assignments to engage multiple senses and provide a framework for learning, I will provide various sources of content and structure according to cognitive and constructionist learning theories (10x10 with University). I will package my content in modules spread over several weeks, like the 10x10 program, in order to give the students time to fully absorb the information and begin to apply it to their work. Leading into the classes I will provide them with a big picture overview and open a discussion on the importance of learning this material in order to increase buy-in and engagement. I believe that by using cognitive and constructionist theories to maximize LTM as well as theories on adult learning and the Shannon-Weaver communication model, I can deliver exceptional informatics education to my
Young adulthood can also be a threatening time because choices made at this time often have a lifelong impact on the individual. What learning tasks gave me the greatest difficulties? It’s easy for me to understand many issues which are related different periods of one’s life. However, I don’t understand the concept ageism, because it doesn’t show obviously in our society.
I also incorporate practices based on the needs of the adult learner including the use of evidence-based techniques; engaged learning activities; and multiple methods of assessment. Overall, I establish clear expectations, high standards, and provide ongoing feedback as a means to facilitate the success of preservice teachers which is consistent with the BWU mission to provide a “rigorous academic program… within a challenging, supportive environment” and specifically the College of Education vision to “to provide a rigorous, relevant and transformative experience for every student.”
These types of life lessons help build the youth of the new generation. To further prove this experts say, “Learning life skills helps young people understand who they are and what they want out of life. Moreover, young people grow more aware of their own struggles and those of the people around them.” Students are able to further understand what they want to do in life
Appendix A Principles of Adult Learning. 1. Expect adults to be self-directed and autonomous. Adults require learning to be self-directed. In the classroom, the educator must actively involve the students in the learning process.
Kolb’s model is built up through the four stages of individual learning process (Kolb, 2005;
They have a drive to succeed and appear motivated and eager to learn. Understanding how adult learners function is imperative for the instructor to understand so that learning activities can be molded to fit their learning styles. Providing education that blends well with their unique learning needs can help students succeed. Rico, Beal, and Davies (2010) discuss different learning styles and suggest that “accelerated students want faculty to deliver knowledge using many different methodologies”. Professor Robertson demonstrated using different teaching techniques for her students as well.
Title: A Critical Analysis of "The Scientific Argument for Mastering One Thing at a Time" by James Clear James Clear's article "The Scientific Argument for Mastering One Thing at a Time" presents a compelling case for the benefits of focusing on a single task to achieve success. Clear argues that multitasking is not only less efficient but can also lead to a decrease in productivity and quality of work. In this review, I will analyze the methods used by Clear in supporting his arguments, evaluate the coherence of his ideas, and provide alternative perspectives to further the discussion. Clear's article aims to persuade readers that focusing on one task at a time is the key to success.
The desires and understanding of the learner are at the core of the progressive education movement. Learners ascertain problems and identify solutions in order to enhance their aptitude through experience based education and skills acquisition. In progressive education, programs are focused on learners, and should be adjusted continually in order to address the specific needs and circumstances adults face. Progressive educators, to ascertain important truths about the student’s environment, use a mixture of experimental and scientific techniques. The purpose of Progressive Adult Education is to: promote societal well-being; enhance individual effectiveness in society; and to give learners practical knowledge and problem solving skills.
Learning Theory and The Role It Plays in Education Introduction Learning theories are used every day in classrooms all over America, educational theorist Lev Vygotsky, Jean Piaget, Benjamin Bloom and Jerome Bruner introduced constructivism and social constructivism theories (cognitive development, social development, and developmental). The theories developed by Vygotsky, Piaget, Bloom, and Bruner share similarities and differences, and throughout the years have been compared for educational discoveries. Learning theories are extremely important for educators, because learning is an active process. Theorist/Theory #1 Lev Vygotsky and the Zone of Proximal Development (ZDP), is the belief that students learn from adults who are more advanced
They are accustomed to or maybe still indoctrinated to the pedagogical style of teaching and they are not yet ready to shift from this notion. In some cases the learner may not yet classify themselves as an adult in the educational setting. From reflection on some of these classes I can see that the types of facilities where Adult Education courses occur are still classroom or school based in structure. This is a small thing, but even changing the physical environment of a classroom can have a huge effect in promoting change in this mind-set. Some texts will define an adult as someone who is: Has achieved the self-concept of being responsible for their own life (Schwartz, Andrew, 2009,
Cognition is the study of the mind works. When we study cognitive development, we are acknowledging the fact that changes occur in how we think and learn as we grow. There is a very big difference in the way that children and adults think about and understand their environment. Jean Piaget (1896-1980), a biology student did extensive research work in the area of child development and is attributed with the development of the theory of cognitive development which has played a major role in this field (child development).
The first of these categories relates to the goals of self-directed learning. Merriam (page 107) lists three goals but of concern to the HRD is the goal that seeks to foster the adult to be self-directed in their own learning. This suggests that adult learners are at different levels of self-directedness and that some may require support. Such support can come in many forms such as ‘helping learners do needs assessments, locating learning resources, choosing instructional methods, and evaluating strategies’ Merriam p107.
Cognitive development is a process which enhancing the ability of learning. The cognitive theories emphasize on conscious thoughts which highlight the mental aspects of development such as logic and memory. The primary factors of cognitive theories is the structure and development of the individual’s thought processes and the means of these processes can effort the person’s understanding of the world. Therefore, the cognitive theories study on how this understanding, and the expectations it creates, can affect the individual’s behavior. There are three types of cognitive development theories in human which are Piaget’s Cognitive development theory, Vygotsky’s Sociocultural Cognitive theory and Information-Processing theory.
The consequence of this can be a holistic style of teaching, which essentially encourages autonomy within the learners. However, as with every theory and model, there are advantages and disadvantages to using Gagne’s conditions of learning. The final edition of the book was published in 1985 so is considered out of date now, which could affect the reliability of the contents and model. This is primarily due to the rapid advancements in technology since the last edition was published. Another reason is that there has been a distinct lack of empirical evidence proving that this is indeed the best method of instructional practice since Gagne passed away in
