For this final reflection paper I am asked to consider how I have changed as a result of my learning experience in the Adult Education Program. My answer to this question is to state that the changes are numerous and changes have occurred in ways that I did not expect. Through this education I have developed my critical thinking skills. As a result I am considerably more competent at deciphering information and seeking out appropriate sources of information before making any decisions on whether or not I will place it in my personal knowledge library. And, I certainly take greater care in ensuring that I have obtained sound and well researched information before I share this knowledge with others in a learning environment.
As a result of my education, I have developed a real appreciation of diversity, the individual learning process, and what these qualities can bring to the learning environment. Although I have always known that individuals learn differently, the understanding of the individual’s experiences as a real influence on learning was profound for me to realize. One of the most reflective learning events for me was the concept of micro aggression. I was clearly able to see, much to my surprise, and disappointment, just how often I, myself, used micro aggressive statements that I often considered harmless. The reality of this awareness has significantly changed the words I choose in my interpersonal relations both personally and professionally. It has also increased my ability to recognize how my body language and tone can affect how my words may be perceived by others.
Currently I am working with Job Corps teaching very diverse and socio-economically disadvantaged youths ages 16-24. It is very fitting that I began this...
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...t I wanted to fit in to and making poor decisions that resulted in some unpleasant consequences. I am always touched when they look at me quizzically because I do not ‘fit’ the description of a former troubled youth. I believe it may give them a giggle and perhaps a bit of hope that they also can do something more if they put in the effort.
When I started this program I thought that I was going to be learning how to teach adults how best to learn. This was not the case. I learned about the value of the self-directed learner, and in the process, became one myself. It is with sincere appreciation that I write this final reflection paper in anticipation of my graduation. However, it is with even greater appreciation that I am able to utilize what I have learned, and will continue to learn, in the classroom with students who allow me an opportunity to pay it forward.
In the novel, Hamid also explores Changez’s relationship with Erica as a metaphor of the challenges faced by South Asian Americans in their efforts to assimilate and “become” American through one, the morning after Changez came down for breakfast, he and Erica were the only two there and so they had a conversation. In their conversation, Erica asked him about his home life in Pakistan, to which Changez replied,
The red army barred the burden of war the soviets suffered the larger loss of resources, people and equipment.as the war worsened America declared it's unprepared for war and doesn't get immediately involved in the war till 1944, singling out the soviets.soviets union holds their own just when the war started to look grim soviets pushed germany's advance all the way back to Berlin and capture it. After that truman ends the war in August 1945 with the atomic bomb which starts the cold war . TWO superpowers with opposing views (communism & capitalism).
Grow, G. (1991). Teaching learners to be self-directed: A stage approach. Adult Education Quarterly, 41(3), 125-149.
In this paper, I will present a critique of an adult education program that I designed and taught to a group of twenty-five adults for the Toronto District School Board. I will begin this paper by providing a brief overview of this program and the thought processes that helped me to design this program. In the second section of this paper, I will explore my biases and underlying assumptions about adult education, and how it impacted my teaching process. In this section, I will also explore theoretical perspectives through which I can approach adult education. Lastly, I will present two lesson plans that I have created through which I can engage my adult students in the learning process in an engaging, thoughtful, meaningful and constructive manner.
.... (1987). ‘Malcolm Knowles’ in P. Jarvis (Ed.) Twentieth Century Thinkers in Adult Education. London: Croom Helm. Kearsley, G. (2011). The theory into practice database. Retrieved from http://tip.psychology.org Knowles, M. S., et al. (1984). Andragogy in action: Applying modern principles of adult education. San Francisco, CA: Jossey-Bass. Knowles, M. S. (1989). The making of an adult educator: An autobiographical journey. San Francisco, CA: Jossey-Bass. Merriam, S. B. (2001). Andragogy and self-directed learning: Pillars of adult learning theory. New Directions for Adult and Continuing Education, 89, 3-13. National Louis University. (2005). Retrieved from http://www.nl.edu/academics/cas/ace/resources/malcolmknowles.cfm Smith, M. K. (2002). Malcolm Knowles, informal adult education, self-direction and andragogy. Retrieved from www.infed.org/thinkers/et-knowl.htm
English has never been my best subject. Reading books can be exciting, but the writing aspect of English can be dreadful. Somehow, however, I passed all my advanced English classes with at least a B, and my teachers always considered me to be “above average.” My impartiality toward English shifted to an indifference near the end of my high school career; my indifference then shifted to appreciation. This appreciation is attributed to American Studies and Honors Writing, the most difficult English classes at Belleville East Township High School. American Studies and Honors Writing have strengthened my writing skills beyond what I believed possible. I still do not believe that I am the best writer, and English may never be my best or favorite
I learned more than just ten new things in this class, I also gained new insight about things that I already knew and now feel that I have a much greater understanding of how civilizations build upon each other. The realization that many of the things in our own civilization were passed down from civilizations that existed thousands of years ago was amazing and surprising and has made me view things in a whole new way.
In my interview I had the pleasure of conversing with an individual that was not only an adult learner but now also operates as an adjunct professor for adult learners at a university. Some might not realize the parallels of adult learners and yet still there are vast differences that impact both. It was refreshing to find an individual that was able to succeed as a professional, a student and most recently a professor at the same time. My goal is to introduce you my amazing interviewee and paint a vivid picture of his journey, his growth and through his challenges along the way. Surprisingly this interaction was able to take a lot of excuses and reasons of why a person would be to busy to go back to school.
“In its broadest meaning, ’self-directed learning’ describes a process by which individuals take the initiative, with our without the assistance of others, in diagnosing their learning needs, formulating learning goals, identify human and material resources for learning, choosing and implement appropriate learning strategies, and evaluating learning outcomes.” (Knowles, Holton, Swanson, 2011, p. 18)
The objective of this paper is to disclose how my career aspirations will align with the Adult Education program. The Adult Education program is important, because it provides a source for me to exercise my professional purpose. “Helping adult learners become successful one student at a time” is my professional purpose. I strive to make a difference in other lives, which drives me to contribute more than I have personally. Helping others motivate me to reach beyond my immediate means to other resources that can help adult learners to become successful.
I grew up in a small, close-minded, community that had insignificant minority people throughout it. I did not have a lot of experience with racial and ethnic groups. I did, however, have some experiences with children as well as adults who had learning disabilities as well as autism spectrum disorder, down syndrome, and fetal alcohol syndrome. When I was in elementary school, I had a classmate who had down syndrome; she was in and out of our classroom periodically throughout the day. In junior high; I was a peer helper during leadership class and in high school, I was a peer helper. During high school, I also was a Special Olympic instructor which was very rewarding. Right now, I feel that I could someday handle the responsibility of meeting
When I arrived at Yale during the fall of 2009 for my freshman year, I started my undergraduate career wanting to practice medicine. Also, I wanted to receive a well-rounded education in an array of subjects. To this day, the education I received at Yale inspires me to delve deeper into pressing issues within our society and utilize the information that comes from a diverse knowledge capital to create strategies and make informed decisions.
Within the andragogical model described by Knowles, Holton, and Swanson (2015), adults need learning experiences that are different than those found in the pedagogical model. Instead of waiting for experiences that are directed and controlled by a teacher, adults need to have a clear rationale and understanding for the learning, feel past experiences are valuable, and have a developed internal system for motivation in order to help a learning experience be successful. The connection and orientation to the learning task, the readiness to learn, and self-concept are other important ideas to adult learning.
I spent most of my time in a first grade classroom. In this classroom I observed the children as well as the teacher and paraprofessional. This classroom had children with special needs and that is why there was a paraprofessional in the classroom for half the day. What I observed in this classroom was how children with special need should be handle and taught. The teachers in this room loves her job and each student in her class. While in the classroom the teacher allowed me to help with children with their work, read to them and help them with anything else that they needed. During this field experience I got to give back to not only a school, but to a community that is very near and dear to my heart. I hope that I touched each student in a special way, because the students that I got the opportunity to help learn touched my
Much like Benjamin Franklin believed, I feel that a person should take advantage of the time the person has in life with activities a person wants to do or needs to do. A person should not spend much time on activities the person does not want to do. Life is way too short to concern oneself with work or other activities one wants nothing to do with all the time. When possible, I try to forget about my responsibility and just let go of the ‘things’ that do not matter to me. I think a person should try to occupy oneself with something productive, worthwhile, or necessary at all times. Even though a person’s life is left up to a person to live, I cannot imagine thinking that I owe my time to society through working a job that I simply despise. I am a compassionate person, but I do not owe anyone anything regarding my time.