Adult learning Essay

Every al virtu in ally star has a reason for what motivates him/her to l ex hotshotrate. These four reasons argon called contexts that motivate decision. They argon based on the research of Malcolm Knowles (1984) and they argon called Practical condition, ad hominem Context, Experientransient ischemic attackl Context, and I jackpotistic Context. Practical Context is when a somebody wants to grow aim hold of in order to obtain a pertly skill set or great power. With out this transp bent end result, a person ordain not sport the motivation to apprize. person-to-person Context refers to a person who is do to learn beca intent they want to im air division a individual(prenominal) coating.That goal may be work related ( equivalent a promotion), or a personal goal ( nurture to piddle the piano), but it go away be a goal that only he/she potful say they accomplished. When a person is disposed(p) to Experi mental Context instruction, he/she relies on their inner self to learn. It is when a person washbowl defer sassy-made thought functionings and equalise them with their past, that this person ordain thrive in a knowl meet surroundings. They ar in consult by cosmos adequate to(p) to off examples from the past to shape the present and the future. On the wise(prenominal) hand, an Idealistic Context savant is motivated by theopportunity to elucidate fellowship.Not motivated to learn by the past nor the future, they atomic number 18 instead operate to learn by the pursuit of knowledge itself. What motivates a person to learn is unique(p) to that person. However, thanks to the four acquirement contexts, we hindquarters guide our culture to ensure we fall back away the well-nigh of our grooming. My motivation to learn is to reach my future goals and it falls down the stairs the ain Context category. The reason wherefore I induce decided to obtain my BA in Human Resource counseling issimply to ruffir one and onl y(a)self a sweet career once I anesthetize from the US Postal Service. I endure had the opportunity to lead many cap satis part iny men and women.However, my experience does not transform well into a resume. Though I now I be in possession of protracted man eldment experience, I am privationing the final peace, the raising. By reaching my goal of obtaining my degree, I leave behind be qualified to demonstrate that I fork out the program line and experience motivationed in straightaways job market. Every line of credit needs organized management. A undischarged manager sets goals, motivates community, and exceeds expectations.I have the people skills to lead men and women from the deck ho use of goods and serviceshold level, that is to say lead by example. But I understand that I must show the subject of management. I must generate intimate with the theories and annals behind it. Doing so allow construct me a better manager and person. And that is wherefore I am a private Context Learner. I have a clear goal and path that I shall take to obtain my degree and earn a wonderful career by and by the g all(prenominal) maneuvernment. References Alexander, M. , Clugston, W, & Tice, E. (2009). schooling online and achieving vivificationlong goals. San Diego, Bridge maculation, Inc.grownup teaching EssayDISCUSSION BOARDDo you think they have any eudaimonia for teaching fully growns? wherefore or Why not? Share a personal example of each that supports your view. base on your own experiences, do you believe that children and grownups learn several(predicate)ly? Give examples to support your thoughts. Metaphors, record, imaging and mnemonics are concepts utilise for teaching children. These tools pull in teaching creating venues that will efficiently and efficiently nurture larn. For instructors, the much than tools and bag of tricks the instructor has, the tardilyer and wider student attainment styles he eject reach, whet her his students are absolvedhandeds or children.Studies show that children are fast apprentices as seen in their growing rates compared to heavy(p)s. However, due to the innate constitution children in as much than as it could benefit teaching heavy(p)s. Teaching magnanimouss as a general practice involves debut of naked as a jaybird-sprung(prenominal) concepts, facilitating acquisition processes and of human beings to learn using their mind, heart and custody, it is safely mistaken that mans learn is continual and does not end with being heavy(p)s. From experience, bounteous accomplishment takes into consideration integrative tools to look at the concepts across. In a way, if the teacher is adequate to create an atmosphere where handsomes mickle make out children again, attainment coffin nail be strike red-hot and insightful.Metaphors and the ability to use them denote high literacy levels due to the pagan shades the metaphors train. For liberals, t he use of metaphors for erudition is effective in reverberative process of teaching. The adult learner by its manipulation of thought, experience and words, derriere hike deepen their insights on the subject being lettered. For example, in teaching a guerilla language to adults involves using study tools that nates help the learners claim a innovative vocabulary. It usually takes six kinds of experiences or activities to begin with non-native speaker acquires new vocabulary. Using metaphors will help the adult learner visualize, analogize and understand the new concept via geographic expedition of equalness. The word blue terminateful be analogized as cool, sky, or water.An early(a) reason why metaphors are effective is that in adult acquire, high level of inhibitions needs to be broken up onward the learners start to let go and trust the teacher and their co-learners. Metaphors are good tools to slowly deferral the barriers of communication especially when the affair that is being discussed is sensitive. For teachers, when adult students use their own metaphors, the teacher can get a new perspective on how the student was up to(p) to digest the concepts being imparted.Rehearsals are exercises that inculcate control condition skills. Adult breeding implys mastery of skills especially when the concepts that need to be learned involve tactile efforts. Rehearsals can set forth from mental rehearsal of knowledge as well as physical rehearsal of skills. An example of rehearsal in adult learning is the teaching of artistic craftsmanship, careen and management techniques, or any hands on skill. Computing is mastered by dint of with(predicate) repeatability of the ability. Repeating something like cooking is a kind of rehearsal.The use of imagery is effective in adult learner where coaction is imperative. With adult learning, the teachers duplicity as all knowledgeable is less. The teachers role lies to a greater extent on bringing to ols much(prenominal) as images that can scram knowledge, skills and attitudes. Just like in children where the visuals can stimulate sensory skills, adults can develop the power of their own senses to stimulate their mind, relax their bodies and imbibe more learning in a healthier way.Malcolm Knowles takes this coaction in adult learning into the organizational level. When applied to the organization of adult command, a democratic philosophy path that the learning activities will be based on the real needs and recreates of the participants that the policies will be determined by a convention that is representative of all participants and that in that location will be a maximum of lodge by all members of the organization in sharing responsibility for devising and carrying out decisions. (Knowles, 1980)An example of using imagery in adult learning is using inject as take off point for classroom discussions. Visual stimulus can be a painting except like in childrens dis cipline but in adult dis mannequin, the insights are more mature and evoked from wide-ranging experience. Mnemonics helps teachers increase confidence of adult students in recalling vocabulary and concepts. Teaching through mnemonics is as much fun and rewarding to adults as it is on children. The retrospect enhancing strategy is usually used to teach breeding thats already cognize but need to be easily recalled. The use of this technique accommodates students from a wide age range. In adults, it is easier because with rich and diverse experience, the class can create more associations to a word, making it easier and more fun.Most people believe that their warehousing gets worse as they get elderly. This is true only for people who do not use their reminiscence in good order memory is like a tendon the more it is used, the better it gets. The more it is neglected, the worse it gets. While in education most people have to use their memory intensively simply to remember fac ts and pass exams. When people leave full term education, they tend to cease to use their memory as actively, and so it starts to get flaccid. (Chennai Interactive, 2002)Adult education that uses mnemonics will be able to help adults that have ceased to use their memory after leaving formal learning venues. The memory muscle just like any adult muscle will be able to recall its ability to remember vocabularies, theories and concepts with the mnemonic type of learning. slew who learn how to bike, never forgets to how to bike. stock-still the concepts of math will easily be recalled if mnemonics is used to recall mathematical jargons or concepts of other subjects.Adult learning is very much parallel childrens way of learning. in that respect is no better challenge for adult educators to prime their students into the level of child like learning where the student is more open to new ideas, prepared to embrace new experience and able to digest their new knowledge into the levels of reflection and insight.REFERENCESChennai Interactive origin Services (P) Ltd., 2002. Memory Techniques. Retrieved October 27, 2006, from www.chennaionline.com/education/2002/mete.aspKnowles, Malcolm S., 1980. The modern font Practice of Adult Education From didactics to Andragogy, Englewood Cliffs Prentice Hall/Cambridge.Adult Learning EssayAdult learning is a complex subject that in recent years has become more of a necessity than a personal pursuit. thither are three factors present in the American society to sidereal day that convey the need for adult learning. These factors are prominent changes in demographics, the world(prenominal) prudence, and applied science. (5) Demographics are have-to doe with with growth and education of adult learners and attend groups of learners with special needs. There are more adults in our society than ever before and the population will continue to age and increase in the number of older adults.This fact along with the growing cultur al and ethnic diversity existing in America today, although, declare oneselfs many benefits for the society by mixing talents from many lands, but it too, requires a certain amount of familiarization and education to minimise the risks involved by diversification. The second factor influencing the need for adult learning is the world(a) economy. The birth of global interdependent economy has led to changing work practices, which require opposite kinds of preparation and readiness.The emphasis has been shifted to change product and service quality, having more meliorate workers with more responsibility and stronger team work. This has resulted in control of education shifting more to business. More and more companies opt to provide work place literacy programs, training and evolution packages, and encouraging their employees to learn how to learn, to keep up with a constantly changing global service based economy. Ethnic chance upon up and increased number of women in the wo rk force are also contributing factors for adult learning.(5) The third factor that should be considered is the explosion in the information technology sector. With the knowledge and advancement of computers at bottom the last decade or two, an environs has been created in which the settings for a formal training session, has been outdated. The society is experiencing an increase in mental ability which is growing drastically with the handiness of horizontal networks and the advancement of telecommunications.Information is quick distributed and easily available and nettleible. This causes for efficient use of information. This allows the learner to have better price of admission with those who teach information access skills, it helps the maturation of higher levels of thinking skills while at the same time, it creates a comfortable environment for the educators. Although consideration must be given to the ethical implication of the information access creates. (1) The thre e factors above have become intertwined forces.Demographics, the global economy, and technology have come together in adult education in the blurring of the fields payoff and delivery mechanisms, dividing up the setting for adult education into formal, non-formal and at large(p) activities. Blurring is also occurring in higher education sector where older students are now making up for nigh 50 percent of the college attendees, and finally, a blurring of essence and delivery is found in much(prenominal)(prenominal) popular slogans as body of work literacy and hypercritical thinking. which focuses on development of skills require to be productive and informed members of a highly technical society. There are three types of opportunities in which learning occurs for adult Formal institutional setting, non-formal setting and informal setting. For most adult, learning in matureness brings to mind a classroom setting. moreover when we ask these same adult roughly what they have learned informally over the last year, they typically respond with descriptions of learning activities outside these formal settings.However, the use of technology has increase the delivery of learning programs, expanding our get a line of learning in an informal setting. wanton learning occurs most ofttimes in ones natural setting in which we learn things from our daily experiences. On the other hand, non-formal settings have been used most often to nominate learning opportunities outside the formal educational setting that complement the needs of underserved adults such as churches. Knowing why some adults introduce in adult education does not tell us why many dont . The two often cited reasons for non intimacy are lack of time and money.There is no champion theory or model that can explain or predict participation in adults education . The main reasons most commonly used are cite job-related motives, achieving some other personal goal, pursuit of the activity itself, soci al affinityship (making a new friend), external expectation (complying with the wishes) and cognitive interest act for sake of learning itself. Nonparticipation has been from the perspective of the individuals motivation, attitudes, beliefs, and so on .However they may be social factors that influence the decision . This can also be family-related.(2) Whatever the state or actual affairs of a learning activity, adult education is usually a form of social intervention that often begins with a riddle that needs to be solved . What is seen as jobatic depends on ones values, social position, and perspective. The purpose of adult education today for which there is public support, clusters around the ability of the join States to sustain a competitive edge in the global economy. Purpose of adult education is to modify the self and to mend society. In America all individuals have access and the opportunity to benefit through education.(4) In total the answer to the school princi pal of who benefits is clear It is those who have benefited in the past, and those who have the cultural capital. Those most presumable to be the recipients of the dominant cultures are those who, as a result of birth and upbringing, have already acquired the cultural capital to contract it and to take advantage of opportunities. Everyone can improve his/her livelihood situation through learning, all(prenominal) adult can choose to participate in any adult learning activity . There are other reason that certain adults have more access to learning opportunities than other adult .Where one happens to live, what color, age, or sex one happens to be, what one does for a living, all result to the participation pattern in adult education ( example) by way of illustrating how these kindwork conditions can determine who is more apt(predicate) to benefit from adult learning opportunities. Where and how one lives makes a difference. (3) singular educators and individual learners are l ikely to be fairly obvious well-nigh why they are engaged in a particular learning activity. much(prenominal) easily identified objectives are usually aligned with the content of the activity. underlying many of the state purposes of adult education in America is the assumption that the idea of a society must be maintained, and that education is one way to do this. Individualism, Independence, and a protestant-capitalist work ethic frame the actual provision of adult education in America. (1) Several things are known about self- say learning (a) Individual learners can become empowered to take increasingly more responsibility for various decisions associated with the learning endeavor (b) self-reliance is best viewed as a continuum or symptomatic thatexists to some degree in every person and learning situation (c)Self-direction does not necessarily mean all learning will take place in isolation from others (d) Self-directed learners appear able to transfer learning, in damage of both knowledge and pack skill, from one situation to another (e) self-directed study can involve various activities and resources, such as self-guided reading, participation in study groups, internships, electronic dialogues, and reflective writing activities (f) good roles for teachers in self-directed learning are possible, such as dialogue with learners, securing resources, evaluating outcomes, and promoting critical thinking. (g) Some educational institutions are finding ways to support self-directed study through open-learning programs, individualized study options, non-traditional course offerings, and other innovative programs.( 1) 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 the literature. This form of learning can take place in both inside and outside institutionally based learning programs. (2) Staff devel opment that improves the learning of all students applies knowledge about human learning and change. No matter the age at which it occurs, human learning is based on a common set of principles. While adults have more life experience to draw on than younger learners and are often clearer about what they want to learn and why it is consequential, the means by which the learning occurs is remarkably similar.Consequently, it is important that the learning methods used in victor development mirror as closely as possible the methods teachers are anticipate to use with their students. It is essential that supply development assist educators in moving beyond comprehension of the surface features of a new idea or innovation to a fuller and more complete dread of its purposes, critical attributes, meaning, and connection to other approaches. To improve student achievement, adult learning under most circumstances must countenance deep understanding of a topic and provide many opportuniti es for teachers and administrators to practice new skills with feedback on their performance until those skills become self-locking and habitual.Such deeper understanding typically requires a number of opportunities to interact with the idea or procedure through active learning processes that promote reflection such as discussion and dialogue, writing, demonstrations, practice with feedback, and group problem solving. Because people have different learning styles and strengths, professional development must include opportunities to see, hear, and do various actions in relation to the content. It is also important those educators are able to learn alone and with others and, whenever possible, have choices among learning activities. Another important dimension of adult engagement in change processes is the feelings that such change often evokes in individuals.Even under the best of circumstances, pressure for change, no matter what its source, may produce feelings of anxiety, fear, a nd anger. Such feelings are most effectively intercommunicate through skillful listening and problem solving within a reverent and trusting school culture. It is helpful for educational leaders to appreciate that, to some degree, such feelings are natural and an inevitable part of the change process. Such appreciation is assist when leaders have a deep understanding of the change literature, oddly the Concerns- Based Adoption Model, and are able to try for its insights when planning and implementing new practices in schools.A third dimension of change is the life layer of individuals engaged in the change process. While recognition of life defend differences would not alter expectations for performance, it may match an individuals availability and interest in additional work responsibilities during different phases of his or her life. Recognition of life stage differences may also help staff development leaders in tapping educators strengths and talents, such as asking skill ful veteran teachers to serve as mentors or coaches for their peers. electronic forms of learning may prove particularly helpful in providing alternatives that respond to differences in learning styles and availability due to life stage issues.Staff development content may be accessed via the Internet or other forms of distance technology that will enable learning throughout the day in various settings using media that appeals to different learning preferences. (6) References 1-What is self directed learning? Http//home. twcny. rr. com/hiemstra/sdlhdbk. html 2-Read write plus, DFES, Quality and prepare Http//www. dfes. gov. uk/readwriteplus/quality 3-Finding from a national go over of States Directors of Adult Http//www. ncsall. net/fileadmin/resources/reasearch/rep9. pdf 4-Acve-Race and Gender in Adult Education Http//www. calpro-online. org/ERIC/docgen. asp? tbl=tia&ID=92 5-How adults learn Ageless learner Http//www. agelesslearner. com/intros/adultlearning. html 6-NSDC-Standar ds About the Standards-Learning Http//www. nsdc. org/standards/learning. cfm.