How do adults learn 1
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This document outlines the principles of andragogy, the art and science of helping adults learn. It discusses six assumptions about how adults learn compared to children: 1) adults need to understand why they are learning something and how it will benefit them, 2) adults resent situations where they feel others are imposing on them so they need autonomy, 3) adults want to use their prior knowledge and experiences in learning, 4) adults must see a need to learn something to solve real problems, 5) adults are problem-centered in their learning orientation, and 6) internal motivators like increased job satisfaction are more important than external motivators for adults. The teacher's role is to facilitate learning by incorporating these principles.
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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
ASSESSMENT FOR LEARNING IN CLASSROOM.pdf
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The document discusses the roles of teachers and learners in the learning process. It defines a teacher as someone who facilitates learning and guides students, while a learner is an active participant willing to gain new knowledge. The learning process is described as active, building on prior knowledge through social environments, authentic contexts, and requiring motivation. Key aspects of the teacher's role include creating a caring environment, establishing rules, maintaining accountability, and managing problems. Characteristics of good learners are that they lead their own learning and engage with the world. The document outlines various learning theories and models.
Effective learning environment by Dr.Shazia Zamir
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This document discusses student-centered learning and its challenges. It defines student-centered learning as placing students' learning needs at the center of teaching practices. The document outlines key learner characteristics like learning styles, abilities, and preferences that influence student-centered approaches. It also discusses foundational aspects of student-centered learning like active learning, feedback, cooperation, and respect for diversity. The main challenges of student-centered learning are related to class sizes, teacher qualifications, relevance of materials, quality of instructional methods, student roles, and assessment alignment. The document provides suggestions for managing these challenges and developing self-directed, lifelong learners.
Final Presentation 5
This document provides an overview and analysis of a lesson plan titled "The World Through a Different Pair of Eyes" designed to have middle school students establish email connections with students in other countries. The summary is:
1) The lesson plan has students communicate via email with international peers to discuss their home cultures and histories while keeping journals to self-assess their discussions.
2) The analysis finds that the lesson follows constructivist learning principles by having students build on their existing knowledge through collaborative group work and thoughtful questions.
3) Some recommendations are made to strengthen the assessment components by incorporating milestones to monitor progress and allowing more creative options for students to demonstrate their learning.
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Introduction to objective, scope and outcome the subject
Chapter 2
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Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
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Chapter 6
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2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
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How do adults learn 1
- 1. How do adults learn? Principles of Andragogy from Alexander Kapp to Malcolm Knowles
- 2. Andragogy • ‘the art and science of helping adults learn’ • built upon two central, defining attributes – learners are self-directed and autonomous – the teacher is a facilitator of learning rather than presenter of content
- 3. Six Assumptions of Andragogy • The Learner’s Need to Know • The Learner’s Self-concept • The Learner’s Experience • Readiness to Learn • Orientation to Learning • Motivation to Learn
- 4. The Learner’s Need to Know • adults need to know why they should learn something. – reason they need to learn something – how it will benefit them
- 5. The Learner’s Self-concept • adults resent and resist situations in which they feel others are imposing their wills on them – previous schooling has made them dependent learners – move adult students away from their old habits and into new patterns of learning – help learners who are still moving into the self- directed mode
- 6. The Learner’s Experience • adults want to use what they know and be acknowledged for having that knowledge – case studies, reflective activities, and group projects will facilitate the use of learners’ already acquired expertise • adults’ self-identity (including habits and biases) are determined from their experience
- 7. Readiness to Learn • adults must experience a need to learn something in order to solve real-life tasks or problems – encourage learners’ readiness to learn by designing situations where the student will encounter a need for their knowledge or skill – interactive role play will help them see how an understanding of the topic will benefit them in the future
- 8. Orientation to Learning • adults are life, task or problem-centered in their orientation to learning • use real-life examples or situations that adult learners may encounter in their life or on the job • allowing flexibility in the design of a lesson will permit student input on issues that need to be addressed
- 9. Motivation to Learn • internal priorities are more important than external motivators • increased job satisfaction, self-esteem and quality of life are important • use activities that build students’ self-esteem or sense of accomplishment
- 10. References • Fidishun, D., (2000) Andragogy and Technology: Integrating Adult Learning Theory As We Teach With Technology. Retrieved May 17, 2006 from http://www.mtsu.edu/~itconf/proceed00/fidishun.htm • Knowles, M. S. (1980) The Modern Practice of Adult Education; From Andragogy to Pedagogy. Englewood Cliffs, NJ: Cambridge Adult Education. • Knowles, M., Holton, E., and Swanson, R. (1998) The Adult Learner. Houston: Gulf Publishing. • Pratt, D., & Associates (1998): Five perspectives on teaching in adult and higher education. Malabar, FL: Krieger. • Reischmann, Jost (2004) Andragogy. History, Meaning, Context, Function. At: http://www.andragogy.net. Version Sept. 9, 2004.
- 11. How do adults learn?Principles of Andragogy from Alexander Kapp to Malcolm Knowles