Malcolm Knowles developed a systematic description of how to explain adult learning, known as andragogy. Andragogy is contrasted with pedagogy in multiple ways because pedagogy is used to explain the learning system of children that require more motivation and need to learn a new subject. However; teachers should incorporate both andragogy and pedagogy techniques in adult learning to keep the audience attention. During adulthood, we have our own motivation to gain knowledge about a subject and will research and enroll in a class to learn, but not all classes provide the best teaching methods that can help the adult relate the new information to their current situation. During online learning, the individual obtains most of the information and
Relevant (QSA, ACARA,) documents highlight the importance of educational systems lifelong learning this is where students grow not only in knowledge but to become independent of the teacher. Therefore teacher supplied-feedback should give way to self assessment and self monitoring. Some of what the teacher brings to the assessment act itself must become a part of the curriculum for the student. Sadler The validity of student relative teacher judgements in assessment has been explored by many researchers and reported in the education literature .In large part student peer and self grading works best when students share a comprehensive understanding of the assessment criteria and the characteristics of work illustrative of different levels of performance. Boud describes the characteristics of self assessment as the involvement of students in identifying standards and or making criteria and making judgments about the extent to which they met these criteria and standards.
A motivating classroom is perhaps defined as an environment where learning is facilitated by the impact of the teacher's efforts. Attention also has to be given to the need of the students through meaningfulness. Meaningful connections between teachers and their students is also a catalyst for a better learning atmosphere. Meaningful context and applied learning undoubtedly correlate with the lives of students (Walsh, 2003). In order to use creative engagement s... ... middle of paper ... ...1996) indicated that well-motivated language learners realize the progress they are making, hence they are motivated to achieve further effort and success.
As teachers apply themselves to becoming learners, then they can more aptly educate others. Teachers should not overlook professional preparation; however, they must also consider part of their efforts in scholarship to be constructing relationships with their students. In developing relationships with learners, Freire suggested spending time talking and listening to students in order to get to know them and to gain their participation in class. That admonition has been incorporated into practice by numerous other educators. While many of the strategies in Tom Daly’s book were simple classroom management tips (2013)... ... middle of paper ... ...imensions of reflection: A conceptual and contextual analysis.
Merriam, Caffarella and Baumgartner state that “Self-directed learning as a process of learning, in which people take the primary initiative for planning, carrying out, and evaluating their own learning experiences, has received a great deal of attention in literature” (2007, p.110). Being self-directed in learning is a part of our adult life. Self-directed learning is a learner-centered approach to involve students in the learning process. The article that I chose is “Using Study Plans to Develop Self-Directed Learning Skills: Implications From a Pilot Project” by Fengning Du. This article discusses a pilot project using a study plan as a vehicle to promote self-directing learning in a teacher dominant language program (Du, 2012, p.223).
The department of service learning at Western Carolina University (WCU) has been analyzed in the article. Faculties at WCA often use one of the following approaches to service learning: required, optional, and problem based service learning and community based research (Caruso, Bowen & Adams, 2006). In addition, many departments such as physical therapy at WCA offer courses that include service learning programs in their curriculum. The article by Caruso, Bowen & Adams (2006), illustrates the effectiveness of the programs introduced at the educational institutions; as service learning has the capability to affect the student affairs. Student affairs professionals have the potential to become educators and can enforce the active participation of the students in the community service programs.
This style of curriculum stems from the early theorists of John Dewey and Paulo Freire whose foundation of learning centers on individual experiences, critical thinking, and student-centered activities. “Students in this way develop their critical thinking skills through the explicit curriculum via content and assignments and through the implicit curriculum via, among other things, immersion in social work values; direct experience with diversity; and the relationships established with fellow students, community partners, and their instructors as critical pedagogues” (Miller, Tice, & Hall, 2011, p. 43). This article is from EBSCOHOST peer-reviewed library where several other articles cover similar learning examples in various educational settings. The decision to select this particular article centers on the combination of both implicit and explicit opportunities in the field of social work and the description of student-centered activities that outline the application of the curriculum. Problem-Based Learning Problem-based curriculum integrates learning through performance activities and solvi... ... middle of paper ... ...ainen, P. (2009).
Focus on both content knowledge and specific skills to carry the knowledge Effective professional development should be able to provide teachers with support for subject matter knowledge and opportunities to master specific skills to deliver the knowledge (Fennema et al., 1996; Garet, Porter, Desimone, Birman, & Yoon, 2001; Li & Protacio, 2010; Penuel et al., 2007; Timperley, Wilson, Barrar, & Fung, 2007). Such professional learning opportunities allow teachers to reflect, re-define, and re-create their teaching practice (Wilson & Berne, 1999), which leads to better learning achievement of their students. For example, Fennema et al. (1996) examined changes in teachers’ beliefs and instruction in teaching math while participating in a teacher development program. In this program, teachers learned the specific concepts about children’s process of mathematical thinking and were engaged in various ways of instruction based on the understanding of the concepts.
As you consider the common accommodations, also consider how you can prepare and assist the student in your classroom so that they can make a smooth transition. I would plan a project around students’ interests in college careers and vocation trades as well as college resources, student support information and college campus information can help prepare students into a smooth transition. 3.
INTRODUCTION Learning model can dedefinisikan as a conceptual framework that depicts the procedure of organizing systematic learning experience to achieve a certain goal belejar, and serves as a guide for instructional designers and teachers in planning and implementing learning activities (Siberman, 2005). Problem based Learning provides active learning, independent, and self-contained, so as to produce students who are capable of independent self study continuing for life. In a model of learning problem-based learning class more lively atmosphere deiigan discussion, debate, controversy clan, greater student curiosity, problem based learning is a teaching method that is motivating students to achieve academic success. (Savery, 2006) describes