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Adult learning Ppt
- 1. Presentation On ADULT LEARNING AND CHILDLEARNING PRESENTED BY CHIRANJIT PAUL M.Sc. (N) 1ST Sem.
- 2. INTRODUCTION Adult learningis a formal and informal system of education for older and nature person. It is carried out on a part time basis, and it is entirely voluntary. It involves a conscious effort towards developing the individual capabilities of adults by public or private agencies through informational, cultural, remedial, vocational, recreational, professional and other means.
- 3. DEFINITIONS 1. Adult educationis instructional and related support services for adults who are not enrolled in secondary school; who lack the educational foundation expected of a high school graduate; and whose inability to speak, read, and/or write the English language effectively impairs their ability to function on the job, in their family, and/or in their society.
- 4. DEFINITIONS 2. Adult learningis defined as the ‘range of formal, non formal and informal learning, activities which are undertaken by adults after a break, since leaving education and training and which results in the acquisition of new knowledge and skills. 3. Adult learning is practice in which adults engage in systematic and sustained self education activities in order to gain new forms of knowledge, skills, attitudes or values
- 5. Principles of AdultLearning 1. Adults are internally motivated and self Directed. 2. Adults bring life experiences and knowledge to learning experiences 3. Adults are goal oriented 4. Adults are relevancy oriented 5. Adults are practical 6. Adult learners like to be respected
- 6. Adult Learning Theories There is no single theory of learning that can be applied to all adults. Indeed, the literature of the past century has yielded a variety of models, sets of as-assumptions and principles, theories, and explanations that make up the adult learning knowledge base.
- 7. CONTI….. The morethose adult educators are familiar with this know-ledge base, the more effective their practice can be, and the more responsive their practice can be to the needs of adult learners. This fact sheet reviews three major theories—Andragogy, self- directed learning, and transformational learning—and discusses their implications for practice.
- 8. ANDROGOGY: 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
- 9. CONTI…. Moves fromdependency 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 by internal, rather than external, factors
- 10. Self-Directed Learning Selfdirected learning is an increasingly popular topic educators and trainers now a day attracted to self directed learning applications for a successive learners initiating the learning is also called as Online learning.
- 11. IMPORTANCE OF SELFDIRECTED LEARNING To plan and practice in one’s own learning activities. It identify the requirement for a problem solving and reaching the learning objectives. Important to develop self discipline and time management skills. Important in seeking critical evaluation of performance.
- 12. CONTI…. Importance tocommunicable with peers for information exchange. The evidence is also that they learn more deeply and permanently. There is growing evidence that people who take initiative in learning. Learn more and better than those who don’t.
- 13. OBJECTIVES OF SELFDIRECTED LEARNING Recognize effective behavior in a range of setting. Describe their own learning style preferences and understand the individual differences and needs. Identifies personal learning blocks and ways to deal with them.
- 14. CONTI…. Demonstrate choiceand use of appropriate interpersonal skills in a variety of personal, team and organizational situation. Apply knowledge and skills to better manage organizational complexity. Implement a personal plan of continued skill improvement.
- 15. Transformational Learning Transformativelearning (TL) is often described as learning that changes the way individuals think about themselves and their world, and that involves a shift of consciousness. For example, English language learners often report a shift in their view of U.S. culture and in their view of themselves as they gain confidence communicating in a new language (King, 2000).
- 16. CONT…. Adult educators seekingto foster transformative learning within their classes may wish to consider the following: Create a climate that supports transformative learning. Know your students and the types of learning activities that most appeal to them Develop and use learning activities that explore and expose different points of view.
- 17. Bringing Theory IntoPractice The art of teaching adults effectively requires an understanding of various principles or theories of how adults learn, and requires making an effort to apply some of those principles to practice. The three major theories presented in this fact sheet and the implications for practice issuing from each are not mutually exclusive. Suggestions for applying these theories to writing instruction for adult learners include the following:
- 18. CONTI… Incorporate morewriting in more contexts in the adult education setting to promote self- reflection and articulation of learning. Use ungraded, short and timed prompts such as “quick writes,” “en-try/exit slips,” or “yesterday’s news.” Writing is a natural means of self-reflection, and sharing personal writing is a way to bring stories of personal challenge, growth, resilience, and dreams into dialogue.
- 19. CONTI… Engage adultnew writers with online communities of writers, as contributors, readers, and peers, to foster their self- directed learning, self-study, and persistence. Provide feedback that challenges learners’ assumptions and deepens their critical thinking. (For ideas on providing constructive feedback, refer to the TEAL Center Formative Assessment Fact Sheet.)
- 20. Needs of adultLearning Needs to know The learners Self The role of the learners Experiences Readiness to learn Orientation to learning Motivation:
- 21. CHILD LEARNING INTODUCTION: Earlychildhood education often focuses on learning through play, based on the research and philosophy of Jean Piaget, which posits that play meet the physical, intellectual, language, emotional and social needs(PILES) of children. Thus children learn more efficiently and gain more knowledge through activities such as dramatic play, art, and social games.
- 22. Definition Early childhoodeducation is a branch of education theory which related to the teaching of young (formally or informally) up until the age of about eight. Infants, toddler’s education a subset of early education, denoted the education of children from birth to age two.
- 23. Principles of childlearning All areas of development and learning are important. Learning and development follow sequences. Development and learning proceed at varying rates. Development and learning results from an interaction of maturation and experiences. Early experiences have profound effects on development and learning.
- 24. CONTI… Development proceedstowards greater complexity self – regulation and symbolic or representational capacities. Children develop best when they have secure relationship. Development and learning occur in and are influenced by multiple social and cultural contexts.
- 25. CONTI… Children learnin a variety of ways. Play is an important vehicle for developing self – regulation and promoting language, cognition and social competence. Developmental and learning advance when children are challenged.
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