These questions include “What motivates students to attend classes? Through what processes to adults learn best? How can I adjust my teaching practices to take into account the learning styles of my students?” (Tennant, 2006). The capacity of adult educators to effectively understand the learning processes and needs of their students is aided significantly through the application of psychology and developmental psychology. Developmental psychology is important to the adult education practitioner as adults are still experiencing development, albeit in a differing fashion than children or young adults.
It is an integral part of the overall assessment procedure. It serves to measure the learning of multiple units and concepts. They should be constructed before the course begins which allows the teacher to develop final learning goals and what students should be able to do when reaching these goals. A second, and more recent approach, suggests teachers form summative assessments towards the end of the course to take into account fluctuations and changes in the content taught. Grading assessments are important but should not be the only defining assessment for grading a student.
I designed a study that explored the role of experience on adults’ iconic gestures, as a follow-up study to the one with children’s gestures. I was able to apply the knowledge I gained through classes to the work I did for that independent research. For example, I first heard of mirror neurons in a class I took exploring the development of children’s theory of mind. These neurons do not distinguish between some of our own actions and the actions of others, firing during both instances. While I had learned about the neurons in the context of imitation, I ended up later using this knowledge to shape the experimental design for my study on adult gestures.
Social psychology For students who are interested in being psychologists may know that psychology is a study of human minds and behaviors, and blow this big topic, there are many subfields such as clinical psychology, developmental psychology, or cognitive psychology. Social psychology is also one of major subfields of psychology, and “it is the scientific study of how people think about, influence, and related to one another.” (Myers&Twenge, 2010) In this article, those who are interested in doing researches and teaching students in colleges will find out what social psychologists do in this career. The first step for social psychologists to start their researches is to find interesting topics and to study others’ works. After being familiar with certain topics, research methods and processes will be discussed. Then psychologists need to report research results especially by writing papers.
One theorist that is relevant to this study is Malcolm Knowles’s theory of adult learning. Though Malcom Knowles may not be the first one to introduce adult learning, he was the one that introduced andragogy in North America. (McEwen and Wills 2014). Andragogy means adult learning. The core concept of Knowles’s Adult learning theory is to create a learning environment or awareness for adults to understand why they learn .Knowles developed six main assumptions of adult learners.
Adult educators use groups frequently in structuring learning experiences, and groups also form the basis for much informal adult learning both within and outside institutional boundaries. Although group theory once played a major role in shaping the field, the topic of learning in groups has been relatively unexamined in the recent literature. This Practice Application Brief provides information that can be used in developing adult learning groups in formal educational settings. First, the nature of learning in groups is considered, followed by discussions of the role of the facilitator and forming groups. Guidelines for structuring group learning experiences for adults conclude the Brief.
This resulted in principles and theories developed specifically for the adult learner, otherwise known as andragogy. Once andragogy was developed as a learning theory for adults, several more learning theories fell into
approach teachers will clearly state to students the defined objectives, give effective types of instruction, and lastly teachers will assess the students. When preparing your own objectives they need to be stated to the students in a written form where the students can identify with these objectives over the course of study. The class's activities may be included in a summary but should not be confused with the written objective. The authors also suggest, that objectives should be worthwhile as well as clearly stated to the students. When writing objectives there are certain verbs that can be used to help convey meaning.
Dialog journals, for example, have become popular in adult literacy and English as a second language classrooms. This digest focuses on several types of journals, exploring their value in assisting adults through their learning journey and summarizing advice from the literature on effective ways to use journals. Types of Journals One type is the reader response journal or literature log, in which learners record their responses to readings. Used on all levels from adult basic education through graduate study, such logs enable readers to enter the literature in their own voice (Perham 1992), placing themselves in relation to the text and discovering what they think about it. Over time, the log itself becomes another primary text to which they can respond (Perl 1994).
1)”. Knowles’s theory on how adult learn was broken down into five theories. Our book lists them as, ‘adults need to know why they are learning something, adults needs to have a need to be self directed, adults bring more work-related experience into the learning situation, adults enter into a learning experience with a problem-centered approach to learning, and adults are motivated to learn by both extrinsic and intrinsic motivators’ (Noe pg 148). The first theory states that if the adult... ... middle of paper ... ...emember the knowledge and skills that you just taught. As said earlier, the adults have to see a meaning or significance in the nature of the material retain the information being taught.