Furthermore, the andragogic learning processes encourage that the adult learner is an independent and self-dependent thinker and is able to draw in the previous experiences whenever required. Andragogic learning also encourages the understanding of the importance of using both the human and material assets in an experience. Andragogic learning encourages the learner to invest his knowledge and abilities around his personal experiences and personal growth.
Hence, the andragogic learning model is mainly built around the self-direction of an individual but allows the individual to use a certain set of rules within a specific environment to put his self-directed learning to test in order to sharpen it under strict and proper guidance.
Transformative Adult learning:
Transformative learning is mainly built around the teaching of a fact or expansion of knowledge through the use of an incident, important or insignificant, in an individual's life. Transformative learning uses the incident and encourages the adult learner to look for alternatives to the activities or decisions that he/she made in the incident. This allows the individual to asses the situation from a third person's perspective as well as understand the different meanings and angle in which to view a situation (Mezirow, 1991). This furthers allows the individual to expend any restriction he/she may have concerning a situation. Jack Mezirow (1997; 2000) is the pioneer of the transformative adult learning technique. He used many other adult learning theories and models as well as philosophies to try and develop one all-encompassing adult learning model.
The transformative learning processes encompasses both the use of logic and instinct or emotion. This allows the transformative learning processes to encompass more then one guidance model. To effectively create a setting where transformative learning can take place, the following conditions have to be fulfilled:
The approach and input of the educator needs to be clearly defined.
The teacher must be able to create...
Learning Strategies for Adult Learners Adults do not learn in the same ways children learn. Traditional pedagogical approaches to teaching and learning are not always applicable to adults in learning environments. Teaching adults requires the implementation of special accommodations, an understanding of the ways in which adults learn, and some measure of flexibility and understanding for the efforts that adults make to continue in higher education. Adult learners are typically people
BMCC: Provider of Adult Education The BMCC Center for Continuing Education and Workforce Development through the City of New York offers a wide variety of classes in business management, career planning, personal development, and English language development. Career training classes offer programs in construction, real estate and computer software; business management offers classes in project management, entrepreneurship and finance; career planning offers assistance to people who need to develop interview or
We will include studies concerning memory recall in elementary students. Androes et al. (2000) asserts that memory recall is essential to reading comprehension in elementary students. The authors insists that reading comprehension is defined as the capacity to understand and recall the details, sequence, and meaning from written material (Androes et al. 2000; Klein 2000). Reading comprehension is a fundamental skill that is one of the critical elements of any
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
Learning that is imparted through an educational institution or training company within the workplace setting in known as Work-based learning (WBL). WBL is administered by an external teacher in professional capacity and supervised by an employee of the company where WBL is imparted. An exhaustive literature review indicates that it was only after Moser report's shocking revelations, regarding lack of literacy, language, and numeracy skills in one out every five
Learning a Second Language Psychological Aspects of Learning Psychological Aspects of Learning a Second Language A foreign or second language "L2" can be defined as a language that is studied in such environment where it is not the common language for daily interaction. The reasons for learning second language (L2) vary from person to person because different people learn a second language for different purposes. Some learn it for enjoyment and internal satisfaction
Our semester plans gives you unlimited, unrestricted access to our entire library of resources —writing tools, guides, example essays, tutorials, class notes, and more.
Get Started Now