Adult Learning: Final Paper

Honelako gehiago

Chapter 14 School Violence and Bullying

Kanay Coleman Jasper‑k egina

Concept Mapping Tools

Kelly Parry‑k egina

Optics Optics is a branch of physics which studies the properties and behavior of light. Furthermore, we talked about the characteristics of various mirrors, lenses, and how we can predict the characteristics of an image will look us

Ragubavan Sathurtheha‑k egina

HYBRID WORK

Mindomo Team‑k egina

Adult Learning

Peer-Reviewed article link

Andragogical Curriculum for Equipping Successful Facilitators

Chapter 3 on Andragogy in Merriam, S.B. & Bierema, L. L. (2014). Adult Learning: Linking Theory and Practice.

Weakness

Critique on Andragogy: Humans are complicated!

Transformative Learning Theory Video Clip

!.Disorientating Dilema 2.Critical Reflection 3.Dialogue 4.Revising 5.New Outlook 6.Change in Behavior

Medical Education

Transformative experiences in medical education need to occur so we can help students develop a reflective professional identity.

Socratic Questing Helps create dialogue between the student and teacher, inspires self reflection and critical thinking

Strengths

Transformative learning inspires students to become physician-healers and helps propagate whole person care

Weaknesses

How to classify an "experience"

Bad experience that lead to a poor change in behavior?

Personal Philosophy

Students' Role: -Life long-learners -self-reflection

What changes a person? Knowledge vs Experiences

My philosophy as a teacher, what I feel my purpose and methods will be

Teaching Quote Image Link

Guidelines

Andragogy

Adult Learning Principals and Pearls Peer-Reviewed Article

Adult learning Environments Related URL link

Reevaluation

Gain mutual respect

Learn the identity of the course

Encourage the autonomy of students

Transformative learning

Sources

Ch. 5 Transformative Learning Merriam, S.B. & Bierema, L. L. (2014). Adult Learning: Linking Theory and Practice.

Evaluations

Meaningful Curriculum

Self-reflection and meditation

Socratic Questioning