It is the responsibility of the adult facilitator to understand the goal of the programme in order to be able to lead the learners aright. The programme was well structured by the facilitator and did not affect learners social status and self identity. The adult learners were led to achieving the goal of the programme through continuous guidiance counseling, consultation and help. The aim of the counselling was to reduce anxiety and develop confidence of learners. Experience is the “accumulated effect of consequential life events that shape both behavior and personlity,’’ One major difference I learned between the young learner and the adult learner is the availability of wealth of experience that the adults brought to the learning situation. …show more content…
Although the adult facilitator was respected he did not build up an atmosphere of mutual respect. Some individuals with lower position in the group were not given due respect. I observed that the facilitator treated adult learners who occupied positions of authority is society with high respect. This hindered learning because it did not go down well with other members of the group who rebuffed this attitude. This strained relationships at a point slowed learning activity. The facilitator handled the situation before it affected the progress of the lesson. Also, during his lesson delivery, one of the adult learners had confided in the facilitator, with the assumption that sharing a problem will ease the load. However, the secret shared in confidence was divulged by the adult educator. The secret shared in confidence was made a point of discussion in the class. This definitely interferred with the learning process. This made the adult learner to lose confidence and withdraw from the group. Consequently, the facilitator delayed the lesson for thirty minutes in order to convince the learner to return and continue with her group …show more content…
Hilgard et, al.; (1996) defines learning as a “process by which an activity originates or is changed through reacting to an encountered situation, provided that the characteristics of the change in activity cannot be explained on the basis of native response tendencies, maturation,or temporary states of the organism.’’ I observed the adult learners were generally slow learners. They had difficulty in understanding neuroscience structure of the brain and modern theories of memory strategies by the behaviorist. However, he facilitated the lesson doing repetition of concepts until adult learners were satisfied. Some of the adult learners were afraid of failure if evaluated during learning session. He was able to avoid this problem to the best of his knowledge, he did not threaten or ridicule his learners. I considered the activity based which includes discussion and stimulus-response technique the most
When trying to understand how the brain works you have to understand how complex the brain is and how well it adapts to the information that it receives and processes the information. The brain controls everything that you do from breathing to moving your arms and legs to emotions, as well as many other functions of the body. (Pritchard, 2009) The brain being a very complex, and has to be addressed in several different ways. No one person learns the same but information will be retained and stored as part of the learning process. An “example of this idea of variety is that based on the V-A-K description of learning styles by Levine (2003)” (Pritchard, 2009) Levine looked at this in a different light and that you can transform things with learning like changing verbal to visual. By changing these things up there are different approaches to how you retain information. With ...
The learning process in human beings is very natural, and we all want to learn from a very young age. Doctor Rita Smilkstein studied learning in humans for many years and has found this to be true. After reading this paper and learning about how the brain works during the learning process, you may be able to find a time in your life where you utilized the learning process, just as I began to think about how I have learned something using techniques similar to the NHLP. (“We're Born to Learn: Using the Brain's Natural Learning Process to Create Today’s Curriculum”)
Essex, Belinda and Sean O’Toole. “The Adult Learner May Really Be a Neglected Species.” Australian Journal of Adult Learning (2012) Print.
Fundamentally, development of the brain is an immense determinant of someone’s ability to learn. Therefore, the success of most learning patterns will be premised upon this notion of brain development. Other aspects of learning involves practice, teaching methods applied, the complexity of the concepts being taught and so forth. Nonetheless, the effectiveness of these other methods is dependent upon the brain of the learner. People have different levels of brain development. This manifests itself in the different abilities of learning. Some are poor learners whereas others learn pretty fast (Iba & Miyake, 2010).
This paper attempts to analyze some aspects of learning and memory as studied by researchers and understand these concepts via are own minor experimental research.
Learning is defined as a permanent change in attitude or behaviour that occurs as a result of repeated experience (Sims & Sims, 1995). Understanding one’s learning style has many advantages as it can help one to identify the learning method or activities that can help to optimise the learning experience. It has been suggested that the importance of one’s learning style has been identified through studies and research on how one can maximise the potential for success and further learning development (Honey & Mumford, 2006). Learning styles are unique to each individual and are developed in childhood (Chase, 2001). We all have different personalities; therefore we all have preferred learning styles that suit us best. The way one learns depends on preference. Some learn by observing, listening and imitating others and draw conclusions from their experience. There are several factors that affect our learning style; for example, background, culture, religion and environment can have a major influence on one’s learning.
Mirriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: A
Since as far back as the 1940’s, psychologists and philosophers had a theory that adults had particular ways in which they learned. Researchers believed that the practice and education should reflect these particulars in order to properly engage adults. This paper will go into the theory behind adult learning and a few influential people behind the theories. It will look at learner centered approaches to adult learning. This paper will also define the different learning styles as well as how to engage those learning styles. For the purpose of this paper an adult is defined as an individual in the age range of 18 or older, someone who has really started to experience life.
Learning is acquisition of knowledge or skills through experience, or study. Developments in neuroscience and cognitive psychology have presented new ways of thinking about the brain and its relationship with learning. Brain based learning is motivated by the belief that learning can be accelerated and improved if educators base their teaching practices on how the brain processes learning. A learner can learn in a particular way or in a combination of ways. Learning techniques which encourages students to ask questions equips learners with curiosity and help develop critical thinking. Every child has unique learning and psychological profile (Garnett,
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.
Learning is defined as a, "relatively permanent change in an organism's behavior due to experience" (Myers, 2010). The purpose of this paper is to present a critical analysis of the different theoretical approaches and explanations for learning through an examination of the theories of behaviorism, social learning and cognitive. I will investigate the principles and postulates of each theory, their strengths and their weaknesses. It is my belief that because each theory is best applicable to varying types of learning, it is best that a combination of each is used to provide the most complete learning experience.
There are several approaches or perspectives to how an individual learns. The learning paradigms have been classified into five – behaviourism, cognitivism, constructivism , humanism and design based. Each of these paradigms attribute learning to different reasons and like in other realms of social psychology there is no “right” or
The facilitation of this model allows adult learners to be active and self-directed in their learning.
Lieberman, D. A. (2000). Learning, Behavior and Cognition (3rd ed.). Belmont, CA: Wadsworth/Thomson Learning. [Chapter 7]
Simple approaches and flexible means are the key to effective learning. Monotony and regimentalized fashion of learning is usually not recommended for the growing minds to ensure that the minds remain open and accept more stimuli from the surroundings.