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experiential learning pros and cons
reflections on adult learning
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Introduction
Learning is a lifelong process and it creates various expectations for an individual regardless of the environment where learning occurs. This process creates many experiences both positive and negative which an individual can apply to novel situations in the future. It is not only restricted to classroom settings but occur in informal ways as well. Experiences outside the classroom may therefore seem more ‘authentic’ and grounded in ‘reality’ as is stated by (Waite & Pratt, 2011). In formal environments such as Primary and Secondary Schools, great emphasis is placed on curriculum objectives.
Adult institutions are more dynamic in nature and focuses not only on knowledge but also from experiences gained by the learner. Knowledge coupled with experience creates a meaningful journey for the adult learner and this allows the individual to have control over their learning outcomes. Stephen Brookfield acknowledges the fact that learners exhibit similar characteristics with regard to their learning. Some of these characteristics are: that “adults display a distinctive motivation towards their learning; that they prize the incorporation of their experiences, and the critical analysis of these, into the curriculum; that they possess a methodological preference for self-directed modes of learning; that they exhibit distinctively adult modes of cognition and that they experience certain predictable emotional reactions when returning to learning”, Brookfield (2003). With this integration of the learner’s experiences into the curriculum, adult instructors have to adopt new measures to adjust their strategies of delivery to actively engage the adult learner.
This assignment seeks to report the findi...
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... learner as is advocated by Brookfield (2003).
References
Brookfield, S. D. (2003). Adult education learning model. In A. DiStefano, K. E. Rudestam, & R. Silverman (Eds.), Encyclopedia of distributed learning. Thousand Oaks, CA: Sage Publications. Retrieved from http://sage-ereference.com.ezp.waldenulibrary.org/view/distributedlearning/n9.xml
Erickson, D.M. (2007). A developmental re-forming of the phases of meaning in transformational learning. Adult Education Quarterly, 58(1), 61-80.
Knowles, M.S. 1980. The modern practice of adult education: From pedagogy to andragogy (2nd Ed.). Chicago: Association/Follett.
Merriam, S.B. (2004). The role of cognitive development in Mezirow’s transformational learning theory. Adult Education Quartley,55(1),60-68.
Waite,S.& Pratt,N. (2011). Children learning outside the classroom: From birth to eleven. University of Plymouth.
Merriam, S. B. (2004). The role of cognitive development in Mezirow’s transformational learning theory. Adult Education Quarterly, 55(1), 60-68
L. The Role of Aging in Adult Learning: Implications for Instructors in Higher Education (2004,December)
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.
Mirriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: A
Knowles collected ideas about a theory of adult education from the end of World War 2, when he was introduced to the term “androgogy”. In 1966, Knowles meet Dusan Savicevic in Boston, U.S.A. Savicevic shared the term androgogy with Knowles and explained how it was used in the European context. .In 1967, Knowles made use of the term “Androgogy” to explain his theory of adult education. Then after consulting Merriam-Webster he converted the spelling of the term androgoy to andragogy and continued to make use of the term to explain his collection of ideas about adult learning. (Sopher 2003).
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. Those assumptions are the need to know, self- concept, experience, readiness to learn, orientation to learning and motivation. (McEwen and Wills, 2014)
Hiemstra, R., & Sisco, B. (1990). Moving from pedagogy to andragogy. Foundations of Adult Education: Critical and Contemporary Issues, Retrieved from http://www-distance.syr.edu/literature.html
The learning process for adults is never ending and can be very challenging. As an adult educator, teaching adult learners you will face many challenges in the learning process. It is our responsibility to keep the learners engaged, and to help them to realize their full learning potential.
Since first introduced by Jack Mezirow in 1978, the concept of transformative learning has been a topic of research and theory building in the field of adult education (Taylor 1998). Although Mezirow is considered to be the major developer of transformative learning theory, other perspectives about transformative learning--influenced by the work of Robert Boyd--are emerging. Following a discussion of transformative learning as conceptualized by Mezirow, this Digest describes research and theory building by Robert Boyd and its influence on current perspectives of transformative learning. Some suggestions for fostering transformative learning conclude the Digest.
Analysis: having been through the adult learning experience I have realised the roll of learner and teacher in this approach. An effective teacher can facilitate the development of independence, self confidence, learning satisfaction and help students (the learner) to critical think. This experience has taught me that there are different styles of learning and teaching that I can adopt in my future.
Andragogy is focusing on creating good learning experiences for adults(2013). Here, we should understand some assumptions about the boundary of adult and pre-adult. First , Adult learner can do self-direct learning (chapter 4), and can study independent than the pre-adult or children who are totally learning rely on teachers---learner’s self-concept, also this part is the most engaged part with learning. The second assumption is the most impressive and helpful. Adult learner have more experience than other learner, that means, adult’s prior experience have a big difference feeling or motivation with other adults. Take myself for example, when I was in high school, my orientation for study was went into a good University; whereas, right now, my orientation for study is to make my life different than before. It’s a internal motivation, because I experienced many things which I didn’t experienced in high school. The part “the need to know” makes me feel distanced from
Andragogy is the way adults learn as opposed to pedagogy, the way children learn. The term was first introduced by Alexander Krapp in 1833. It was later popularized by Malcolm Knowles as he described his theory of adult learning. He had 6 theories as to how adults learn:
Teaching the adult student is a great and unique responsibility; Andragogy preaches that teaching the adult learner takes a certain skill set and approach in order to be highly effective. The adult teaching theory and approach is based off the characteristics of the adult student. Andragogy views the adult learner as a very highly motivated student, a student ready and prepared to learn, and a student that comes to class with expectations of learning (Knowles 1984, pg12). With such a capable learner in the classroom the teacher must make the necessary adjustments. When teaching the adult learner, the teacher will have respect for their students and respect the fact that each student will have their own individual learning style. The teacher will also allow the adult student to experie...
Adult learning does not occur in a vacuum. What one needs or wants to learn, what opportunities are available, the manner in which one learns-all are to a large extent determined by the society in which one lives. Whenever adults are asked about their learning, they most often mention education and training programs sponsored by the workplace, colleges and universities, public schools, and other formal organizations. They first picture classrooms with “students” learning and “teachers” teaching in a highly structured format. Yet when we ask these same adults about what they have learned informally over the last year, they typically respond with descriptions of learning activities outside these formal settings. They discuss, for example, remodeling a house, which has involved everything form reading and talking...
The ideas established within the andragogical model offer suggestions and focus points to support the development of engaging and meaningful learning experiences for adults. In order to connect the andragogical assumptions with my reflections and further my thinking on professional development, I will first outline my memories and thoughts on each of the andragogical assumptions. Then, using my learning experiences as a guide, I will discuss how the professional learning opportunities at my school will change as a result of new understandings of adult