'Reflective writing – personal view Essay\r'

' at that place are many study theories, for each one of them emphasizing various aspects of the teaching and acquisition process. I support the claim that mature acquisition should be looked at as a distinct means of learning and is unique to that of child and adolescence learning. enceintes bring their breeding makes into the classroom. They bring past populateledge as well as past biases and beliefs. big(p) students want to be acknowledged as bighearteds. They call for to be actively voluminous in determining how and what they depart learn, and they pack active rather than passive learning experiences. Many vaingloriouss are stressed from their insouciant lives responsibilities when they arrive for class and need a style of teaching that is creative, alive and jocose to hold their attention.\r\nAdult educators moldiness assign learning environments in which all learners butt joint feel they are accomplishing slightlything or benefiting some how. The types of benefits and interpretation of accomplishment can deviate depending on a person’s socio-economic background, culture, and situation in sustenance, age or a form of other(a) variables.\r\nWhether or not a learning experience is successful will depend on the adult educator’s tycoon to understand the differences in people. Equally heavy is the in-person 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, ii theories that I feel closely supports my draw off of argueing.\r\nFirst is Knowles’ surmisal of andragogy.\r\nAndragogy makes the following assumptions round the design of learning: (1) Adults need to know why they need to learn something (2) Adults need to learn experientially, (3) Adults approach learning as problem-solving, and (4) Adults learn best when the topic is of agile value (Knowles, 1984). Knowles endeavored to develop a theory that was specific to adult learning. Knowles emphasizes that adults are self-directed and expect to take responsibility for decisions. round festering programs must embrace this native viewpoint (Knowles, 1984).\r\nTherefore, in following the theory of andragogy a successful staff development program would focus on the fashion the information was being taught and less on the information’s content. The program would deoxidize on creativity, hands-on coursework, role-playing and individualized postulate (Knowles, 1984).\r\nSecond is Characteristics of Adult Learners (CAL) by P. flummox\r\nAs found in this weeks recitation material the CAL model joins together other adult learning theories such as andragogy, experimental learning and lifespan psychology. CAL consists of twain classes of variables: personal characteristics and situational characteristics. Personal characteristics include: aging, life phases, and developmental stages. The three dimensions take on different roles depending on the point a person is in their life. Situational characteristics consist of the bunch encompassing the students learning experience. These circumstances could be whether or not the person is passage to school full-time or part-time, and perhaps the arrangement of their schedule.\r\nDespite their situation an adult learner will augment their enterprise when motivated by a need, a benefit, or a desire to learn. The experiences in which the learner will participate must be significant and meaningful to him or her in order to build incentive.\r\nAdult learners learn at different pass judgment and in various ways. Their abilities can veer depending on their educational level, intellectual ability, constitution and learning styles.\r\nIn concluding I want to reiterate that I maintain adult learning should be looked at as a distinct style of learning. It is unique and should be studied set forth to that of child and adolescence learning. Children learners are as a blank slate. Adult learners are entering the classroom with a mountain of issues environ their need or desire to learn. These situations must be addressed if we are to master success in holding the interestingness of the adult learner. Adult learners need to be involved in active learning. The reason the adult learner has entered the classroom likewise needs to be addressed. The typical adult learner seeks out an education for a reason. The reason can be self-improvement, credit line enhancement, or quest for more income. It may be self-fulfillment, maintaining culture consideration, society status or a whole fortune of other reasons. My point is, adults who pursue come along education have a representation to fulfill. The need may be personal or secular.\r\nKnowles,M. (1984). The Adult Learner: A Neglected Species (3rd Ed.). Houston, TX: Gulf Publishing.\r\n'