Chapter 2
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This document discusses differences in learning across developmental stages from childhood to adulthood. It notes that factors like age and developmental levels impact learning in different ways as individuals progress through stages of growth. Specifically, it outlines characteristics of young learners, noting they learn best through hands-on interaction, exploration, imagination and short attention spans. The document also summarizes Malcolm Knowles' theory of andragogy, or adult learning, noting adults are more self-directed, draw on life experiences, are problem-centered and motivated internally to immediately apply new learning. Finally, it contrasts adult learners with adolescents and children, stating adults have clearer objectives, need involvement in choosing how to learn, and come to class with diverse backgrounds.
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Adult learners have different characteristics than child learners. Andragogy is the theory of adult learning as described by Malcolm Knowles, who coined the term. Key principles of andragogy include that adult learners are self-directed, draw on life experiences, are goal-oriented and want learning to be relevant and practical. Adult learners prefer to direct their own learning and connect new knowledge to their existing experiences and goals.
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Educational psychology is the application of psychological principles to education. It involves understanding how people learn and retaining knowledge. Educational psychologists study learning processes and promote success for all students. The major goals of educational psychology are to help teachers understand learners, improve instruction and learning, and assess student progress. Key figures in the field developed theories and approaches like behaviorism, developmentalism, cognitivism, and constructivism. Educational psychology draws from related fields like instructional design, special education, and gifted education.
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The educator plays a crucial role in the learning process by assessing learners' needs, providing tailored instruction, giving feedback, and evaluating progress. An educator must consider a learner's readiness to learn and learning style in order to best support them. Readiness depends on physical, emotional, experiential, and knowledge-based factors, while learning styles refer to how information is best received and processed, such as visually, through hands-on experience, or logically. By understanding learners' needs, readiness, and preferences, educators can customize their teaching for optimal learning.
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This document discusses characteristics of adult learning. It outlines several key differences between adult learning and child learning, noting that adult learning is based on real-life experiences and seeks to restructure existing knowledge rather than simply accumulate new information. The document then examines various theories and models of adult development and learning, identifying factors like life roles and responsibilities that influence adult motivation to learn. It also discusses common barriers to adult learning and strategies to overcome them. Overall, the document provides an overview of research on defining features of adult learners and the learning process.
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The document discusses several major theories of learning and their implications for teaching:
1. Skinner's theory of positive reinforcement proposes that rewarding right responses leads students to engage in those responses intrinsically. This theory influences an emphasis on error-free learning and building success.
2. Piaget's theory of active learning describes stages of cognitive development and proposes that students learn best through assimilating new experiences and accommodating their understandings. This influenced the structure of schooling and emphasis on teaching methods.
3. Vygotsky's social learning theory claims learning is social and students can achieve more with scaffolding from teachers or peers in the zone of proximal development. This supports cognitive apprenticeship models.
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Learning is most effective when it takes into account an individual's physical, emotional, intellectual, and social development, as different factors can influence learning opportunities at various stages. Individuals learn best when material is presented enjoyably and at their developmental level. Because development varies across domains, achievement may also differ depending on the instructional area, so overemphasizing one type of development could overlook other capabilities. A child's cognitive, emotional, and social development - and how they interpret experiences - are shaped by schooling, home, culture, community, parental involvement, and adult interactions. Understanding developmental differences can help create optimal learning environments for all children.
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The document discusses learning theory and practice. It covers several key topics:
- Learning is a natural process that occurs across individuals, organizations, and communities.
- Both discovery learning and mastery learning are important, and effective learning requires balancing these approaches.
- Emotions and social connections play a strong role in learning.
- There are multiple forms of intelligence and ways of knowing.
Organizational learning and communities of practice are important for sharing knowledge across groups. New digital technologies also offer opportunities to transform learning.
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Humanism
Humanism views learning as a holistic process that involves cognitive, affective, and social dimensions. Learning occurs within a context that includes the physical environment, psychological factors like emotions and attitudes, and social interactions. According to humanism, the whole person develops through learning, not just their cognitive skills, and their feelings and needs must be taken into account.
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Similar to Chapter 2
Pedagogy-and-Andragogy.pptx
The document discusses pedagogy and andragogy. Pedagogy refers to teacher-focused education for children, where the teacher determines what is learned. Andragogy refers to learner-focused education for people of all ages, where the learner drives their education. The document outlines key assumptions about learners in pedagogy versus andragogy, such as adults needing to know why they are learning something and being problem-centered rather than subject-centered learners. It also discusses theories of adult learning styles and stages in the learning process from novice to expert.
CHILD-ADOLESCENT-AND-ADULT-LEARNING_1.pptx
This document compares the learning characteristics of children, adolescents, and adults. It states that children learn best through active, hands-on engagement as they have short attention spans. Adolescents are developing their identity and need meaningful activities that engage their interests while allowing independence. Adults come with life experiences and prefer self-directed learning applicable to their jobs and lives. The implications are that teaching methods and content should adapt based on the learner's developmental needs and stage.
Sdl aku
1. Self-directed learning allows individuals to take primary responsibility for planning, implementing, and evaluating their own learning. It involves learners setting their own learning goals, identifying resources, and evaluating outcomes.
2. Self-directed learning promotes independence and enhances cognitive abilities like problem solving, decision making, and time management. However, it requires skills like self-motivation, awareness, and the ability to self-monitor and self-modify that some learners may lack.
3. While self-directed learning has benefits, it also has drawbacks like possible errors, misguidance, lack of full content learning if not combined with other methods, and being time consuming without team collaboration. Overall balance is important
Adult learning Ppt
The document provides an overview of adult learning and child learning. It defines adult learning as formal and informal education pursued voluntarily by mature individuals. Key principles of adult learning include self-directedness, drawing on life experiences, readiness to learn based on social roles, problem-centeredness, and internal motivation. Theories discussed include andragogy, self-directed learning, and transformational learning. Child learning focuses on play-based learning that meets children's physical, intellectual, language, emotional and social needs. Principles of child learning center around development proceeding at individual paces in social contexts.
acad1369.pptx
Based on the information provided in the document, some relevant learning theories that could help support building confidence in children include:
- Cognitive development theory (Jean Piaget): Focuses on how children construct an understanding of the world through experiencing things and reflecting on those experiences. This theory emphasizes hands-on, active learning which could help children gain confidence.
- Social learning theory (Albert Bandura): Proposes that people learn from one another through observation, imitation and modeling. Applying this theory, teachers and parents can help children gain confidence by modeling confident behaviors for children to observe and emulate.
- Multiple intelligences theory (Howard Gardner): Suggests there are different ways of processing information and types of intelligence. Recognizing
MHR 6551, Training and Development 1 Course Learni.docx
MHR 6551, Training and Development 1
Course Learning Outcomes for Unit II
Upon completion of this unit, students should be able to:
1. Formulate different developmental approaches to training.
1.1 Create training activities based on a chosen theory.
2. Describe major training-related theories.
2.1 Discuss the primary tenets of a training theory.
2.2 Explain why a theory was chosen for a specific training situation.
Course/Unit
Learning Outcomes
Learning Activity
1.1
Unit Lesson
Article: “Teaching Nontraditional Adult Students: Adult Learning Theories in
Practice”
Article: “We Knew It All Along! Using Cognitive Science to Explain How
Andragogy Works”
Unit II PowerPoint Presentation
2.1
Unit Lesson
Article: “Teaching Nontraditional Adult Students: Adult Learning Theories in
Practice”
Article: “We Knew It All Along! Using Cognitive Science to Explain How
Andragogy Works”
Fact Sheet: TEAL Center Fact Sheet No. 11: Adult Learning Theories
Unit II PowerPoint Presentation
2.2
Unit Lesson
Article: “Teaching Nontraditional Adult Students: Adult Learning Theories in
Practice”
Article: “We Knew It All Along! Using Cognitive Science to Explain How
Andragogy Works”
Fact Sheet: TEAL Center Fact Sheet No. 11: Adult Learning Theories
Unit II PowerPoint Presentation
Required Unit Resources
In order to access the following resources, click the links below.
Chen, J. C. (2014). Teaching nontraditional adult students: Adult learning theories in practice. Teaching in
Higher Education, 19(4), 406–418. Retrieved from
https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc
t=true&db=a9h&AN=94773613&site=ehost-live&scope=site
Hagen, M., & Park, S. (2016). We knew it all along! Using cognitive science to explain how andragogy works.
European Journal of Training and Development, 40(3), 171–190. Retrieved from https://search-
proquest-com.libraryresources.columbiasouthern.edu/docview/2085704057?accountid=33337
Teaching Excellence in Adult Literacy Center. (n.d.). TEAL Center fact sheet no. 11: Adult learning theories.
Retrieved from https://lincs.ed.gov/state-resources/federal-initiatives/teal/guide/adultlearning
UNIT II STUDY GUIDE
Major Training Theories
https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=94773613&site=ehost-live&scope=site
https://search-proquest-com.libraryresources.columbiasouthern.edu/docview/2085704057?accountid=33337
https://lincs.ed.gov/state-resources/federal-initiatives/teal/guide/adultlearning
MHR 6551, Training and Development 2
UNIT x STUDY GUIDE
Title
Unit Lesson
Major Training Theories
The manner in which adults and children learn is different. Therefore, before embarking upon the design and
development of any training/development program, it is important to consider adult learning principles and
how adults learn bes.
Theories of learning
This document provides information about transformational learning theory. It discusses key thinkers in the development of the theory like Jack Mezirow who formulated the theory in 1975. Mezirow defined transformational learning as "a deep structural shift in basic premises of thoughts, feelings and actions". The document then outlines Mezirow's seven phases of transformative learning which include a disorienting dilemma, self-examination, critical assessment of assumptions, planning a course of action, acquiring knowledge, provisionally trying new roles, and building competence/self-confidence. It also discusses principles of the transformative theory and provides examples of how to apply transformative learning in practice by giving students opportunities to learn new perspectives and question assumptions.
The Learning Journey!
The document discusses the learning process and defines learning as acquiring new knowledge or modifying existing knowledge through experiences. It describes learning as involving cognitive, emotional, and environmental influences. The document then outlines three phases of learning: activating, acquiring, and applying. The activating phase involves preparing for learning by activating prior knowledge. The acquiring phase is when new information is integrated and processed. The applying phase is when learning is consolidated through opportunities to demonstrate and apply new knowledge. The document provides examples of strategies and activities that can be used in each learning phase.
Quality education for all
This document summarizes research on quality education for adolescents. It finds that high-quality education is holistic and addresses students' academic, physical, emotional, and social development. It involves a deep and broad curriculum as well as support for students' intrapersonal skills like self-awareness and interpersonal skills like collaboration. The period of adolescence provides unique opportunities to develop these skills through high school programs that foster intellectual growth, provide academic and extracurricular supports, and address the challenges of adolescent development. The document reviews what is known about adolescent development and organizing schools to provide high-quality education for all students.
adult teaching methods and Av techniques ch 1&2.ppt
Education
it is the process of imparting knowledge, values, skills and attitudes, which can be beneficial to an individual.
2. It is acquired by individuals.
3. It is something that one gets at some point in their life.
4. it is a formal process.
5. it is knowledge gained through teaching.
3. how adults learn april candelaria
Adults learn differently than children. They are self-directed, goal-oriented, and draw from life experiences. Their motivation to learn comes from social relationships, personal advancement, and cognitive interest. There are three main categories of adult learners: goal-oriented, activity-oriented, and learning-oriented. Effective adult education creates a pleasant learning environment, keeps learners active by building on their experiences, uses examples to show relevance, gets feedback, and helps learners understand new knowledge and skills. The principles of andragogy focus on letting learners know why learning is important, showing them how to direct their own learning, relating topics to their experiences, and addressing motivations and inhibitions.
Is self directed learning a theory
1. The document discusses self-directed learning (SDL) and non-formal learning. It defines SDL as a process where learners take responsibility for and control of their own learning, including goal-setting, resource identification, and evaluation.
2. Non-formal learning includes structured learning outside of traditional academic systems, such as community programs, continuing education courses, and professional development. It has more structure than informal learning but less than formal education.
3. The document discusses characteristics, goals, and importance of non-formal learning, noting that it expands access to education and skills training for populations not served by formal schooling.
Adult learning principles_handout
The document discusses principles of adult learning for designing effective training programs. It defines key concepts like pedagogy, andragogy, and characteristics of adult learners. The document also outlines nine principles of adult learning, including recency, appropriateness, motivation, and active learning. It emphasizes that training should incorporate elements that recognize the special needs of adult learners and their different roles in the learning process.
Adult Learning -Andrgogy -Webinar.pptx
The document discusses principles of adult learning known as andragogy. It defines andragogy as the art and science of helping adults learn, as coined by Malcolm Knowles. The key principles of andragogy include that adults need involvement in planning their instruction, learning is problem-centered rather than content-oriented, experience provides the basis for activities, and learning must have immediate relevance. Adult learners are self-directed, draw on life experiences, are internally motivated, and want learning to be applicable to their jobs or personal lives. The document contrasts pedagogy with andragogy and discusses implications for designing adult learning programs and moving towards a heutagogical self-directed model of learning.
LESSON 2 Learner-Centered Psychological Principles.pptx
- The document outlines 14 learner-centered psychological principles developed by the American Psychological Association to guide effective teaching and learning. The principles cover cognitive and metacognitive factors, motivational and affective factors, developmental and social factors, and individual difference factors. They emphasize that learning is most effective when the learner is at the center and instruction is tailored to an individual's background, interests and abilities. Educators can help learners set meaningful goals, acquire and integrate knowledge through effective strategies, and develop metacognitive skills to enhance self-directed learning. Factors like motivation, development, diversity and the learning environment also influence the teaching and learning process.
Foundation of Education
This document discusses the purpose of schooling through examining the philosophy, aims, goals and objectives of education. It explains that the philosophy of education determines the direction of education, and influences the aims, which state the general purpose. Goals provide more specific intended outcomes. Objectives specify learning outcomes at different levels. An example of pragmatism philosophy is provided, which views knowledge as constantly changing through problem solving. Understanding the philosophy, aims, goals and objectives helps explain the purpose of schooling.
0- session 11 .pdf
Learning
Learning can be defined in many ways, but most psychologists would agree that it is a relatively permanent change in behavior that results from experience. During the first half of the twentieth century, the school of thought known as behaviorism rose to dominate psychology and sought to explain the learning process.
The three major types of learning described by behavioral psychology are classical conditioning, operant conditioning, and observational learning.
Behaviorism
Behaviorism was the school of thought in psychology that sought to measure only observable behaviors.
Founded by John B. Watson and outlined in his seminal 1913 paper Psychology as the Behaviorist Views It, the behaviorist standpoint held that psychology was an experimental and objective science and that internal mental processes should not be considered because they could not be directly observed and measured.
Watson's work included the famous Little Albert experiment in which he conditioned a small child to fear a white rat. Behaviorism dominated psychology for much of the early twentieth century. While behavioral approaches remain important today, the latter part of the century was marked by the emergence of humanistic psychology, biological psychology, and cognitive psychology.Classical Conditioning
Classical conditioning is a learning process in which an association is made between a previously neutral stimulus and a stimulus that naturally evokes a response.
For example, in Pavlov's classic experiment, the smell of food was the naturally occurring stimulus that was paired with the previously neutral ringing of the bell. Once an association had been made between the two, the sound of the bell alone could lead to a response.
How Classical Conditioning Works
Operant Conditioning
Operant conditioning is a learning process in which the probability of a response occurring is increased or decreased due to reinforcement or punishment. First studied by Edward Thorndike and later by B.F. Skinner, the underlying idea behind operant conditioning is that the consequences of our actions shape voluntary behavior.
Skinner described how reinforcement could lead to increases in behaviors where punishment would result in decreases. He also found that the timing of when reinforcements were delivered influenced how quickly a behavior was learned and how strong the response would be. The timing and rate of reinforcement are known as schedules of reinforcement.
How Operant Conditioning Works
Observational Learning
Observational learning is a process in which learning occurs through observing and imitating others. Albert Bandura's social learning theory suggests that in addition to learning through conditioning, people also learn through observing and imitating the actions of others.As demonstrated in his classic "Bobo Doll" experiments, people will imitate the actions of others without direct reinforcement. Four important elements are essential for effective observational
Heutagogy.pptx
This PPT Aims to Provide Knowledge and Understanding about the concept of Heutagogy, History of Heutagogy, Key Concept of Heutagogy, Key Figures of Heutagogy, Principles of Heutagogy, Assumptions of Heutagogy, Process of Heutagogy, Benefits of Heutagogy, Challenges of Heutagogy, Implementation of Heutagogy and So on.
CPC (1).pptx
The document discusses several theories related to learner development:
1. Sigmund Freud emphasized that personality consists of the id (pleasure-centered), ego (reality-centered), and superego (conscience). He also believed people progress through 5 psychosexual development stages from oral to genital.
2. Jean Piaget's theory of cognitive development consists of 4 stages from sensorimotor to formal operations based on how children understand and interact with the world.
3. Lev Vygotsky emphasized that social learning and culture influence cognitive development and the zone of proximal development, which is the distance between what learners can do independently vs. with guidance.
Self Directed Learning Theory Presentation 3
This document discusses self-directed learning (SDL), which refers to learning efforts that are self-planned by the learner. SDL allows learners to take initiative in planning, executing, and evaluating their own learning. There are three common models of SDL: linear, interactive, and instructional. The linear model views SDL as a step-by-step process, while the interactive model sees it as influenced by one's environment, personality, and cognition. The instructional model structures SDL within formal education programs. People engage in SDL due to time constraints, cost considerations, transportation issues, learning styles, and the ability to customize learning. SDL is thought to improve learning and allow learners to direct their own growth.
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- 1. chapter 2
- 3. • Several factors both internal and external to the individual relate to the kind, or even of learning.One of this factors is age, which in fact is tied to developmental levels.Human development goes through stages,each having unique characteristics. As such,it is expected that pattern of growth and development differ from one developmental stage to the other. • Hence,there are differences in learning among individual across developmental stages.These differences may either be in rate of learning,quality of knowledge or skills required, approach to learning or perspective to learning, to name some. Introduction
- 4. • It is important for teachers to be aware of and know patterns of behavior that characterize developmental levels.Knowing this will enable teachers to decide what and how to teach students, as well as the kind of instructional materials, activities and opportunities to be given in the classroom, as well as the teaching methodologies to be used.
- 9. LEARNING POINT: YOUNG LEARNERS (CHILDREN) Following are the characteristics of young learners. 1.They can learn through talking about themselves, families, and their lives. 2.They are curious to learn and descover new concepts on their own. 3.They like to use their imagination and discover things . 4. They naturally need to touch, see, hear and interact to learn. 5.their attention span is very short, thus they need engaging and entertaining activities so as not to lose their interest. 6.They like to cooperate and work in group. 7.They need support and encouragement while learning. 8.they need to work with their students indvidually becouse they need to be guided.
- 11. Malcolm Knowles • -is a theorist on adult learning and who popularized the concept of andragogy.This term means the art and science of helping adults learn,contrasting it with pedagogy which is the art and science of teaching children.He did research on adult learning.Based on his findings, following are posited about adult learners' characteristics among five areas:
- 12. 1. self-concept • Adults move from dependency to increasing self-directedness as they mature. They can direct their own learning,meaning they can initiate their lerning even withiout the help of others in planning, carrying out, and evaluating their learning activities.
- 13. 2. Adult learner experience • They draw on their accumulated experiences as their resource for learning.
- 14. 3. Readiness to Learn •They are ready to learn when they assume new social or life roles.
- 15. 4. Orientation to Learn •They are problem-centered and they want to apply new learning immediately. They are interested in subjects that have immediate relevance and impact into their job or personal life.
- 16. 5.Motivation to Learn •They are motivated to learn by internal rather than external factors (Teaching Excellence in Adult Literacy,' 2011).
- 17. What makes adult learners different from adolescents and young learners? 1.Adults are more desciplined than adolescents. 2.They have a clear understanding of their learning objectives. 3. They need to be involved in choosing what and how to learn. 4.They prepare to rely on themselves and work on their on pace. 5.They come to the classroom with a wide range of knowledge, expextation, and experiences. 6.They come to the classroom with a wide range of activities. 7. Adult learn to do a wide range of activities. 8. They some into the classroom with diverse experience, openion, thoughts, and beliefs which need to be respected (Difference of young adolescent and adult learners,”2018)