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This document discusses theories of self-directed learning. It defines self-directed learning as when individuals take initiative to diagnose their own learning needs, formulate goals, identify resources, implement strategies, and evaluate outcomes. Three key aspects discussed are: 1) Tough's learning contracts which help structure self-directed learning. 2) Grow's stages of learner autonomy which range from dependent to self-directed based on student needs and teacher role. 3) Pratt's model of readiness to learn which considers a learner's need for direction and support in determining their stage of autonomy. The document poses questions about factors that influence self-directed learning and how readiness may change based on life stage and situation.
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Cyril Houle studied 22 lifelong learners to understand why they continued learning. He identified three orientations to learning - goal, activity, and learning oriented. Goal oriented learners pursued education to achieve objectives, activity oriented found meaning in social activities, and learning oriented sought knowledge for its own sake. While all found learning enjoyable, their motivations and approaches differed. Others sometimes perceived their learning efforts negatively or as disparaged by family.
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Class 7 Adlt 601 Fall 2009
The document discusses different theoretical orientations to learning, including behaviorist, cognitive, and humanistic orientations. It provides an overview of some of the major theorists within each orientation, such as B.F. Skinner for behaviorism, Ausubel and Bruner for cognitivism, and Maslow and Rogers for humanism. It also gives examples of how each theoretical orientation is applied in educational practice today.
Group Dynamics Overiew For Capstone Course Jan 09
This document discusses key concepts relating to group dynamics and team effectiveness. It covers common concerns people have when entering new groups, such as establishing their identity, influence, needs and acceptance. It also outlines stages of group development and conditions necessary for team success, including interdependence, leadership, joint decision making and equal influence. The document contrasts task and process dimensions in groups and how cohesiveness and productivity are interrelated. It provides strategies for promoting cohesiveness and lists characteristics of an effective team.
Introduction To Facilitation Spring 09
This document discusses key concepts for developing skills as a group facilitator. It introduces group facilitation and outlines different facilitator roles. It then discusses the skilled facilitator approach and a group effectiveness model. It details mental models, theories-in-use, and model I and model II behaviors. Nine ground rules for effective groups are provided. Forms of advocacy and inquiry are outlined, including skillful dialogue, dysfunctional forms, and the ladder of inference.
Cooperation, competition, conflict, and power in teams
This document covers topics related to team development including cooperation and competition, managing conflict, power and social influence, and situational leadership. It discusses how competition can hurt teams but cooperation benefits teams. Conflict is a normal part of team dynamics and there are healthy and unhealthy sources of conflict. Approaches to conflict resolution include confrontation, compromise, collaboration, avoidance and accommodation. Power can come from expertise, likability, position, rewards or coercion. Situational leadership involves assessing a follower's competence and commitment to determine the appropriate leadership style which can range from highly directive to highly supportive behaviors.
Adlt 601 Class Session 3
The document discusses concepts related to andragogy, including Knowles' principles of andragogy, which state that adult learners feel a need to learn, prefer a mutual respect between learner and teacher, see learning goals as their own, share responsibility for planning, and value experience. It also discusses the differences between pedagogical and andragogical assumptions and design factors. Additionally, it covers informal and incidental learning, Grow's stages of learning autonomy, and studies on informal learning experiences.
Adlt 601 Self Directed Learning Class 6 Fall 2009
The document discusses various theories of self-directed learning including:
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- Pratt's model of readiness to learn which categorizes learners needs for direction and support.
- Tough's concept of learning contracts which outlines goals and criteria for self-directed learning projects.
Group Process
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Understanding Organizational Culture Part Ii
Schein argues that organizational culture and leadership are intertwined, with leaders first creating the culture when they establish an organization. He notes that culture becomes embedded over time through shared experiences and that leaders must become aware of the existing culture they are a part of, otherwise that culture will dictate how the leaders act. The document discusses Schein's three levels of culture - artifacts, espoused values, and underlying assumptions - and asks the reader to consider what cultural artifacts, values, and assumptions may have existed at Enron based on information from the film "The Smartest Guys in the Room."
Malcolm Knowles
Malcolm Knowles was known as the "Father of Adult Learning" for his influential work developing the theory of andragogy and shifting the field of adult education from "educating people" to "helping them learn." He held leadership roles with organizations like the Adult Education Association and wrote seminal books on adult education. Knowles was inspired by Eduard Lindeman's work and believed adult education should help learners develop self-awareness, acceptance of others, a dynamic view of life, and skills to solve social problems and achieve their potential. He saw adult education as crucial for developing an engaged citizenry able to address society's challenges.
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Adlt 601 Self Directed Learning Class 6 Fall 2009
This document discusses several theories of self-directed learning:
1. Grow's stages of learner autonomy describes four stages from dependent to self-directed learning, with different teacher roles at each stage.
2. Pratt's model of readiness to learn identifies four quadrants based on a learner's need for direction and support.
3. Tough's learning contracts involve learners setting goals for self-initiated learning projects and planning how to measure their success.
Independent Learning
The document discusses developing independent learning in students. It outlines traits of good independent learners, including time management, handling multiple sources of information, reflectiveness, and questioning. It then provides examples of classroom activities to develop these traits across different grade levels. The document also discusses developing student questioning, theories of intelligence, and reactions to failure that influence learning goals versus performance goals.
SDL
Self-directed learning (SDL) involves learners taking initiative and responsibility for their own learning. The document defines SDL and describes its importance for lifelong learning. It outlines stages of SDL including dependent, interested, and self-directed stages. SDL has advantages for medical education as medical knowledge evolves, requiring doctors to continually learn. Problem-based learning is an example of how SDL can be integrated in medical curricula by having students identify learning needs to solve presented problems.
Teaching eliii
This document discusses teaching methods and strategies for emerging leaders. It outlines direct and indirect teaching methods, with direct being teacher-centered and indirect being more student-centered. Experiential education is described as inquiry-based learning through problem-solving and interacting with the real world. The document also discusses Bloom's taxonomy, considerations for planning instruction like standards, strategies, motivation, accommodation, management, media/materials, assessment, and grouping.
educational psychology - motivation
motivation - definition, characteristics of motivation, factors influence motivation, basics principles of motivation, educational implications, class room techniques
Karla Porras Espinoza Autonomous learner
This document discusses the characteristics of an autonomous learner. It defines learning as a change in a person's abilities or knowledge due to interacting with their environment. Development refers to growth and change. As adults engage in various learning activities to solve daily problems, they accumulate experiences and prefer activities centered around performance and competency. The adult learning process involves determining needs, creating a strategy, implementing it, and evaluating outcomes. Autonomy involves taking increasing control over one's knowledge, skills, and ability to make decisions through positive motivation and a sense of self. An autonomous learner is responsible, concerned with their own learning, independent yet collaborative, able to make decisions and achieve goals through perseverance and self-esteem.
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
Self directed learning (SDL)
Self-directed learning allows students to take responsibility for planning, implementing, and evaluating their own learning. It involves a continual process of self-motivation, self-management, self-monitoring, and self-modification. Successful self-directed learners have skills like goal setting, decision making, self-awareness, and content competence. While it has advantages like enhancing thinking and promoting independence, self-directed learning also has disadvantages such as being time consuming and potentially misguiding students.
EDUCATION SEMINAR FOLD document.docx
- The document discusses assessment of learning needs, which involves assessing learners to help with curriculum planning, diagnose problems, and improve teaching.
- It defines assessment of learning needs and describes Kolb's learning cycle model, which involves concrete experience, reflective observation, abstract conceptualization, and active experimentation.
- Kolb's learning styles are diverging, assimilating, converging, and accommodating. The document also lists variables that affect the learning process like the learner, content, methods, environment, and media.
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.
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.
Adult Education 835 (Unit -02).pptx
Adult Education Unit 02 slides for Allama Iqbal Open University, Islamabad, Pakistan students and for all , free to download
What is self
Self-directed growth is a lifelong process of assessing one's skills, setting goals, and maximizing potential. Key factors include knowledge, skills, attitude, and competency. Actions for self-directed growth involve self-directed learning, collaborative learning, reflective practices, and experiential learning. Self-monitoring, journal writing, analyzing critical incidents, teaching portfolios, and action research are strategies used to support self-directed professional development.
Classroom Management (Management of Discipline)
This document summarizes classroom management techniques and principles of teaching. It discusses the importance of effective classroom management for student learning. It outlines characteristics of classrooms and stages of classroom management based on student age. The needs of young adolescents are identified in different domains. Classroom management is established as an integral part of teaching. The document concludes with Allan Ornstein's suggestions on establishing good classroom management through positive approaches.
2d615034f8b0bf3e07c6cc13c0e2a2ba87174e68-1643084343267.pptx
This document provides an overview of student motivation in education. It begins by defining motivation and listing the unit objectives, which are to define motivation, identify types of motivation, explain theories of motivation, and strategies to increase motivation.
It then discusses definitions of motivation from various sources and describes the types of motivation as positive, negative, intrinsic, and extrinsic. Several theories of motivation are explained, including behavioral, humanistic, and cognitive perspectives. Behavioral theory focuses on reinforcement, humanistic theory discusses fulfilling needs, and cognitive theory addresses attribution, goals, and self-efficacy.
The document concludes by outlining factors influencing student motivation, implications for different approaches, applications of motivation in education, and strategies teachers can use
2d615034f8b0bf3e07c6cc13c0e2a2ba87174e68-1643084343267 (1).pptx
The document provides an overview of student motivation in education. It defines motivation and lists its objectives. It describes different types of motivation including positive, negative, intrinsic, and extrinsic. Several theories of motivation are explained, including behavioral, humanistic, and cognitive perspectives. Factors influencing student motivation are discussed. The importance of motivation in education is highlighted and implications for different approaches are outlined. Examples of supportive teacher behaviors are requested. Overall, the document serves as a guide for understanding motivation in educational contexts.
2d615034f8b0bf3e07c6cc13c0e2a2ba87174e68-1643084343267 (2).pptx
This document provides an overview of student motivation in education. It defines motivation and identifies different types, including intrinsic and extrinsic motivation. Several theories of motivation are explained, such as behavioral, humanistic, and cognitive perspectives. Maslow's hierarchy of needs and Rogers' motivation theory are discussed under the humanistic perspective. Achievement motivation and Weiner's attribution theory are covered under the cognitive perspective. The document also explores factors that influence student motivation and implications for different approaches to motivation.
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.
Presentation 9
The document summarizes key points from Fogarty and Tomlinson on differentiated instruction. It discusses 12 points of differentiation in how students learn best. These include the role of emotions and attention in learning. It also outlines the 3 elements of differentiated learning - providing options for content, process, and product. Teachers are encouraged to gradually implement differentiation strategies like learning centers, interest groups, and choice boards. The goal is to ensure all students have access to excellent learning opportunities tailored to their needs.
English Language Teacher Professional Development
This is typically regard as EFL teachers who are in the field of language teaching.Please Share is care. Thanks for visiting.
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MHR 6551, Training and Development 1 Course Learni.docx
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2d615034f8b0bf3e07c6cc13c0e2a2ba87174e68-1643084343267.pptx
2d615034f8b0bf3e07c6cc13c0e2a2ba87174e68-1643084343267.pptx
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The document provides an agenda for a meeting that includes:
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2) Identifying competencies learners need for self-directed learning and which can be taught or selected in hiring.
3) Debating whether self-directed learning is innate or can be taught, and how it can be taught.
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বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Walmart Business+ and Spark Good for Nonprofits.pdf
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You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
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- 1. Self-Directed Learning Theories ADLT 671, Summer 2015 Class Session 3
- 2. Allen Tough’s Learning Contracts
- 3. WHAT IS SELF-DIRECTED LEARNING? “A process in which individuals take the initiative, with or without the help of others, to diagnose their learning needs, formulate learning goals, identify resources for learning, select and implement learning strategies, and evaluate learning outcomes” (Knowles 1975)
- 4. Three definitions of SDL
- 5. Questions to Consider Are most adults self-directed learners? To what extent are your own learners (students, residents) self-directed, and when are they not? Do we become more self-directed as we age? What factors does self-directed learning depend upon?
- 6. Struggling to Be Self-Directed: Residents Paradoxical Beliefs
- 7. Readiness to Learn Adults are ready to learn when their life situation creates a need to know Most learning experiences are highly situational and a person can exhibit different learning behaviors in different situations A learner can be confident and self-directed in one situation but dependent and unsure in another
- 8. Grow’s Stages of Learner Autonomy Stage Student Teacher Examples Stage 1 Dependent Authority, Coach Coaching with immediate feedback, drill. Informational lecture. Over- coming deficiencies and resistance. Stage 2 Interested Motivator, Guide Inspiring lecture plus guided discussion. Goal- setting and learning strategies.
- 9. Grow’s Stages of Learner Autonomy Stage Student Teacher Examples Stage 3 Involved Facilitator Discussion facilitated by teacher who participates as equal Stage 4 Self-directed Consultant, Internship, Delegator dissertation, individual work or self-directed study group
- 10. Pratt’s Model of Readiness to Learn (1988) Need for Direction Need for Support Low High High Learner needs direction and support for learning; lacks competence and confidence Learner needs direction (new task) but is self-motivated and doesn’t need a lot of support Stage 1 Dependent Learners; need support and direction Stage 2 Interested but lack competence; need direction but not much support Learners who have ability but want reassurance (may act like they need direction, but seek support). Stage 3 Involved Learners; want support True self- directed learners; can provide their own support and direction Stage 4 Self-directed learners
- 11. What might your own model of readiness to learn look like with -residents – PGY 1-4 or 5 -medical students – M1-4 -graduate students – masters, PhD -faculty – junior, mid-level, senior What factors do you need to consider? Motivational, time, resources, cognitive load
Editor's Notes
- An estimated 70 percent of adult learning is self-directed learning (Cross 1981). Self-directed learning has been described as "a process in which individuals take the initiative, with or without the help of others," to diagnose their learning needs, formulate learning goals, identify resources for learning, select and implement learning strategies, and evaluate learning outcomes (Knowles 1975). Some self-directed learning takes place in comparative isolation in secluded settings. Other self-directed learners engage in more interpersonal communication with experts and peers than is typically available in conventional classroom education.
- Three principal ideas are incorporated into the concept of self-directed learning: A self-initiated process of learning that stresses the ability of individuals to plan and manage their own learning, An attribute or characteristic of learners with personal autonomy as its hallmark, and A way of organizing instruction in formal settings that allows for greater learner control (Candy, 1991).