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The other factor that is especially relevant to me is that I truly need to feel like I have some control over the learning which is why I enjoy taking online courses which allow me to choose when to study and how to study. Lastly, I am much harder on myself as an adult learner than I was as an adolescent. When I was younger, I did not bother to even look at a teacher's painstaking commentary in my essays whereas now I cannot wait to obtain feedback and I feel an immense amount of passion toward pleasing the instructor, putting forth my best effort, and obtaining the best grade possible.
2. According to the Whole-Part-Whole learning theory, learners scaffold new learning to what they already know. The first part of the learning (the first "whole") refers to building the context and connecting the learner with the organizational framework or, in other words, referred to as building background or connecting to prior learning experiences. In the case of adult learners, the whole part may be accomplished by the teacher explaining and/or the student understanding what the goals are for the subject learning (the Whole-Part-Whole Theory).
In the second stage (the...
For example, this could be done by having learners state the outcome that they desire. In this part, the skills, techniques, and processes of the new learning are done (the Whole-Part-Whole Theory).
In the last stage (the last "whole"), a connection of the parts of the learning need to be made back to the whole (or the objective). Application might help the learner to do this. Additionally, the student's prior knowledge to the new learning should help the learner to construct new meaning of the content (the Whole-Part-Whole Theory).
The Whole-Part-Whole theory is helpful in planning adult learning because it tells us how to make learning such that it is actually acquired. With regard to lesson planning, the teacher must make sure that his or her students know and understand the particular learning objective and that the teacher facilitates a connection of the objective to the students' prior knowledge. Thereafter, the learning part may be done where the "parts" or the new information is provided. This is sometimes referred to as the direct input phase. In the final part, the teacher should
For countries such as the U.S. And France, these needs can be reasonably expected to relate to the respective national cultures involved. For instance, in their book, Education in France, Corbett and Moon (1996) report, "An education system needs to justify itself constantly by reference to the values which underpin a nation's culture. In a democracy it is expected to transmit a range of intellectual, aesthetic and moral values
The trainer will then focus on the steps to be taken to develop new skills. For example, if the trainer wants to talk about motivating, leading, negotiating, selling or speaking, it is best to start with what the learners do well before showing some chart on Maslow's theory, Posner's leadership practices, or selling skills from some standard package that has been develop elsewhere. Many foreign trainers make grave errors
Online Learning Study Park, J., & Choi, H.J. (2009). Factors influencing adult learners' decision to drop out or persist in online learning. Journal of Educational Technology & Society, 12(4), 207-n/a. Retrieved from http://search.proquest.com/docview/1287038599?accountid=28844 Online study has become increasingly popular with adult learners over the last twenty years. Despite the popularity of this learning mode, the dropout rate is significant and thus of concern to institutions and organizations. The purpose of the study
It is important to recognize the many different areas within adult education, and what type of students these areas attract. Ultimately, for the adult education department to be successful, it must attract a wide variety of students, and keep at least some of those students coming back to continue their education in order to be successful. Adult education serves a vital role in the upper education system, and it
Pedagogic Model for Teaching of Technology to Special Education Students Almost thirty years ago, the American federal government passed an act mandating the availability of a free and appropriate public education for all handicapped children. In 1990, this act was updated and reformed as the Individuals with Disabilities Education Act, which itself was reformed in 1997. At each step, the goal was to make education more equitable and more accessible to
To some, that suggests that college is a more viable alternative for many of those who would otherwise have sought jobs in the manufacturing sector previously. However, there are at least two reasons that such a conclusion may be invalid. First, while many manufacturing jobs have disappeared, many other types of technical jobs opportunities have emerged from numerous new technologies (Klein, 2012). Many of them require vocational degrees and certifications