on that point are many learnedness theories, distributively of them emphasizing different aspects of the didactics and learning process. I stand up the claim that freehanded learning should be looked at as a translucent style of learning and is unique to that of tiddler and adolescence learning. Adults bring their life story experiences into the cryst exclusivelyizeroom. They bring past fareledge as well as past biases and beliefs. Adult students want to be acknowledged as adults. They privation to be actively knotted in find how and what they will learn, and they need active so 1r than passive learning experiences. Many adults are stressed from their day-to-day lives responsibilities when they arrive for class and need a style of teaching that is creative, alive and jocular to hold their attention. Adult educators must defecate learning environments in which all learners can intent they are accomplishing something or bene beseeming some how. The types of benefits and adaptation of accomplishment can set out depending on a persons socio-economic background, culture, and internet site in life, come on or a variety of early(a) variables. Whether or not a learning experience is roaring will depend on the adult educators ability to see the differences in people. Equally all important(p) is the personal experiences the educator has with a variety of participants and their characteristics. No one guess will fit every learning situation.

there is an exception to every rule. There are, however, two theories that I feel closely supports my line of reasoning. First is Knowles theory of andragogy. Andragogy makes the following assumptions closely t he design of learning: (1) Adults need to kn! ow why they need to learn something (2) Adults need to learn experientially, (3) Adults progress learning as problem-solving, and (4) Adults learn best when the topic is of conterminous value (Knowles, 1984). Knowles endeavored to direct a theory that was... If you want to fall a mount essay, order it on our website:
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