...Problem Learning Information The Testing Problem Adult learning theories aid in understanding and analyzing how adults learn, the problems they face, and how to make the process more effective. This issue holds great value for the academic audience because when understood properly, it can help teachers be more efficient in their teaching process and be further receptive and approachable to the requirements of the learners. One of the most widespread ways to assess learning is through testing, however, many theorists question the effectiveness of judging learning by testing because all the learners do is memorize the information and write it down. According to Mezirow, learning isn’t simply a memorization process but is a channel through which students can reflect on various worldly notions and experience some form of enlightenment in their sphere of comprehension (Mezirow, 3-24). Memorization significantly hinders learning as it is only the retention of information for a short period of time and not the actual understanding of it. Freire believes learning should be engaging and should compel you to reflect upon the forces that bind hence ultimately emancipating you from problems (Loyd, 3-20). According to Freire, the more students partake in memorization and tests, the more they will stop to think for themselves and gain that critical awareness. In such a situation, both the learner and the instructor would be at a loss (Loyd, 3-20). Freire and Mezirow talk about about...
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...There is no single explanation or all-encompassing theory that explains how adults learn. The adult learning process is complex, context bound, and highly personal. As a result, there is no single theory of learning that can be applied to all adults. Instead, the literature of the past century has yielded a variety of models, sets of assumptions and principles, theories, and explanations that make up the adult learning knowledge base. The more adult educators are familiar with this knowledge base, the more effective their practice can be, and the more responsive it can be to the needs of adult learners. This fact sheet reviews three major theories and discusses their implications for practice. What is Andragogy? In attempting to document differences between the ways adults and children learn, Malcolm Knowles (1980) popularized the concept of andragogy (“the art and science of helping adults learn”), contrasting it with pedagogy (“the art and science of teaching children”). He posited a set of assumptions about adult learners, namely, that the adult learner • Moves from dependency to increasing self-directedness as he/she matures and can direct his/her own learning; • Draws on his/her accumulated reservoir of life experiences to aid learning; • Is ready to learn when he/she assumes new social or life roles; • Is problem-centered and wants to apply new learning immediately; and • Is motivated to learn from internal, rather than external, factors. Inherent in these assumptions are...
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...Chapter 5 Summary There is wide spread agreement in education regarding the purpose of ongoing teacher professional development. It intends to qualitatively and quantitatively extend an educators’ skill set so that they are continually effective in the classroom. Like any other profession teachers must keep their skills sharp and updated as the educational system is only as good as its players. The key to this quality education for all students is the classroom teacher, but not just any classroom teacher (Killion & Harrison, 2006). Students must have skillful, highly effective teachers who have consistent access to ongoing professional development (Sparks & Hirsch, 2000; Guskey, 1997; Guskey, 1998; Maldonado, 2002). NCLB offers broad guidelines for effective professional development acknowledging the integral nature of ongoing professional development that seeks to insure teachers continually possess the knowledge and skills necessary to successfully perform their duties (Lauer & Dean 2004). NCLB requires all 50 states to provide “high-quality” professional development that will ensure every teacher is both highly qualified and highly effective. The federal government’s definition of high-quality professional development includes activities that improve and increase teachers’ academic knowledge, are part of school and district improvement plans, provide teachers the knowledge to meet state content standards, are sustained, intensive and classroom focused, support...
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...2 This chapter describes a four-lens model for understanding adult learning theories and provides adult educators and administrators with a useful conceptual framework for working with adult learners in adult degree programs. Adult Learning Theory and the Pursuit of Adult Degrees Richard Kiely, Lorilee R. Sandmann, Janet Truluck Diane Johnson, after home-schooling her three children, knew she needed an official credential to continue to work in the field of elementary education. Facing mandatory retirement from the Federal Bureau of Investigation, William Branson enrolled in a master’s program in counseling to assist incarcerated juveniles that he had been dealing with for years. Amy Garcia, a mother of two small children, seeks an online, cohort-based program to provide her the skills and abilities needed to advance her career while meeting family and work demands. Diane, William, and Amy reflect several of the groups that make up the growing number of adults pursuing formal degree programs. The strongest growth in educational participation in the past two to three decades has been in part-time enrollments of students over age twenty-five, in particular, women (University Continuing Education Association, 2002). The population of those over sixty years old in the United States is expected to grow from 45 million in 2000 to more than 91 million in 2030; many are participating in adult degree programs (University Continuing Education Association, 2002). The National Center...
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...Number: 410.234.9422 milter@jhu.edu Office Hours Typically before class session or by appointment. Required Learning Materials This course is a series of thematic conversations about human values and your responsibilities as an emerging/aspiring business leader. There is no traditional textbook, but there is much reading. You are required to read The Moral Compass: Leadership for a Free World, a workbook by Lindsay Thompson available online as a PDF in Course Documents. You will find details about required learning materials in the Bibliography and Theme Briefs sections of the Syllabus. Course Description and Overview This course explores ethical leadership as a framework for enterprise value creation in a complex environment of competing economic and moral claims. Students examine the intrinsic ethical challenges of leadership and the concept of a moral compass as a foundation for responding effectively to the ethical challenges of corporate citizenship and value creation in a competitive global economy. (2 credits) Syllabus Table of Contents Page Topic 2 Bibliography & Learning Resources 6 Calendar, Seminar Structure, Theme Briefs, Content 42 Seminar Preparation Toolkit 48 Learning Objectives, Graded Assignments, Deliverables 59 General Academic Policies 61 Supplemental Readings on Learning Theory bibliography learning resources ------------------------------------------------- Bibliography of Required and Suggested Readings Required: ...
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