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Learner autobiography [REFLECT] Like most children, when I was very young I did not experience learning as a punitive exercise. Learning was fun and natural. While I was learning how to read I enjoyed how the teacher would read aloud to us; I remember learning about the multiplication tables using various piles of colored M&Ms. Unfortunately, around middle school there is often a period of resistance to learning, as students try to establish their own identities and view directions from the teacher in a negative light because they do not want an adult telling them what to do. Students are also aware enough that they are being 'taught' something but often question the applicability of that learning to what they consider real life.
[IDENTIFY] In college, I became more intellectually curious although I was still not 100% certain about what I needed to know for my future career. Still, I was less concerned about seeming 'cool' in front of my friends and more genuinely interested in what I was learning for my own personal...
Finally, in graduate school, I attained a full realization of myself as an adult learner. Although I no longer had the sponge-like ability to learn like I did when I was a child, I was focused and practical in my orientation and clearly understood the purpose of what I was learning. [ANALYSIS] This is congruent with the concept of andragogy in adult learning as articulated by Knowles (1980). Adult learners become more critical and selective in the types of formal learning they seek out but also more focused and dedicated because of their greater self-consciousness of why they are engaged in learning activities. [INTEGRATE] As a learner, I am more intent upon learning for myself now rather than simply taking in the world like a preschooler or learning to please other people like my parents. This stress upon learning utility will undeniably affect my approach to teaching adults in the classroom
Learning philosophy
My philosophy of teaching adults in the classroom is that…
References
Knowles, M.S. (1980). The modern practice of adult education, from pedagogy to andragogy. The Journal of Technology Studies, 26(2). Retrieved from http://www.hospitalist.cumc.columbia.edu/downloads/cc4_articles/Education%20Theory/Andragogy.pdf
McLeod, S.A. (2010). Zone of Proximal Development. Retrieved from http://www.simplypsychology.org/Zone-of-Proximal-Development.html
Adult learning theory Twenty-First Century 9(chapter 9 book Sharan Merriam - New The primary purpose of Cari Kenner and Jason Weinerman's "Adult learning theory: applications to non-traditional college students" and Sharan Merriam's "Adult learning theory for the twenty-first century" is to denote differences in adult learners from conventional higher education learners, and to accommodate those differences to maximize learning potential for the former students. The authors achieve these goals by discussing
The importance in training and development with regard to understanding how adult learning works provides the ability to develop effective programs for adult learners in field of employment, education and interests. When these two articles are blended together, however, they do not have to be mutually exclusive. The tips and training ideas can be taken from Lieb's works and applied to adult learning programs while the cautions of Brookfield's can also
In the last few decades the percentage of women in the labor force has dramatically increased from 11% in 1940 to 56% in 1980 with 62% of the women between the ages of 45 and 65 employed (U.S. Department of Labor, 1986).The extent to which such employment affects caregivers is apparent in the results of a survey conducted by the AARP. Findings reveal that 55% of the women caring
310). This seems entirely true, but I believe that it is seldom put into effect. The institution that was most relevant here was, of course, the hospital and the health system as a whole. Learning in a hospital is very different from learning in school. This is something that we failed to attend to with sufficient care as we worked with our adult learners. One of the key differences between
curriculum is one of the hardest tasks that educators are faced with. This is because it must be made in a manner that is accommodative of all students. Due to the swift change of events and ways of living in our contemporary society, it becomes mandatory for adults to be taught using a variety of methods and styles. Such a change would be mandatory so as to ensure that the
Adult Education In a more globalized society, competition has become as ubiquitous as it is contentious. Companies, customers, and governments continue to expand and move, irrespective of geographic boundaries. The information age, has allowed the seamless and cost effective exchange of goods services and information. As the information age, along with more interconnected societies continue to grow, so too will the need for effective job training. Unfortunately, adult education has not