The challenges of being a learner at your age. Human development is a challenge for a learner at any age because it is unknown to the learner what to expect. Most oftentimes, learners are unaware of Erikson's model of human development. The challenges of being a learner at my age are generative,self-absorbed, and avoiding stagnation.The generative challenge is significant according to Erikson because I am very concern about instilling culture and family values as well as creating a stable environment for them. In my middle adult phase strength is important because generates teaching care of others hoping it will contribute to a social change in our society. I oftentimes fear being unproductive or wasting meaningless time doing nothing each day. At this point in my life I am most concern about creativity and family security because in about 12 years I will enter the final stage of development which is old age.Consequently, the challenges of being a learner at my age is reinforcing love of family, creativity, meaningful work, stable environment that direct me to focus and engage with total self-absorption. A learner at my age must manage challenges of middle adulthood to maintain important relationships within the workplace, community and family.The joys of being a learner at my age are feelings of accomplishment in a challenging course, juggling responsibilities of family and contributing positively to family through lifelong learning. There is a great self worth when a learner of my age can be effective learning within the classroom. In other words, experiencing success of academic achievement while competing with young adults make one feel I am learning. I think many middle age adults have hope of competing in academic settings among any adults.In the next decade as a learner I hope to have written several books and become a full-time professor at the local community college or university. Also as a learner teach others how to learn no matter of their human developmental issues. I hope in the next decade my health continue to sustain in order to fulfill my goals during old age.My advise for people who are entering my decade as a learner, read more than ever to challenge ones mental spontaneity as well as instilling good family and cultural values. In addition, exercise, improved diet, and seriously plan for retirement which is essential. I think the adult phase theory can affect your practice as a facilitator of adult learning if one is not able to successfully understand and transition from one developmental phase to another. As a facilitator of adult learning I must be the guide on the journey for learners. Let the learner know what to expect during the journey and how to resolve, manage or overcome obstacles that prevent one from making the necessary transitions to the next stage of learning. In truth, the adult phase theory is a great model for facilitators to practice and illustrate an understanding of human development.
References
Brookfield, S. D. The Skillful Teacher. San Francisco: Jossey-Bassey, 1990.
Erikson, E. H. (1978). Adulthood, New York: Norton.
Kegan, R. 1(994). In Over Our Heads: The Mental Demands of Modern Life. Harvard University Press:
Cambridge, Massacusetts.
Sunday, August 30, 2009
To Calian
I think the western hemisphere discriminant tremendously with age groups and the older generation feel the worth is not as much as the youth. In fact, they are a diamond in the rough. It is what the individual feel about themselves and above they should love themselves no matter what age group.
I think the western hemisphere discriminant tremendously with age groups and the older generation feel the worth is not as much as the youth. In fact, they are a diamond in the rough. It is what the individual feel about themselves and above they should love themselves no matter what age group.
To Anita,
I think you have the true concept of human development for the age group 50-59. I feel life is more interested at this point and less vulnerable in trying to prove assimilation with the young. I think at this point this age group is trying to understand them. You did tell the truth about what your feelings were.
I think you have the true concept of human development for the age group 50-59. I feel life is more interested at this point and less vulnerable in trying to prove assimilation with the young. I think at this point this age group is trying to understand them. You did tell the truth about what your feelings were.
Saturday, August 8, 2009
Response to Ericka Gonzalez
Erica you synthesize your transformation theory well and you help me understand what processes needed to move from one stage unto another. Your paper was very informative and it help me to understand actually what transformation theory entails. I now see it is very difficult for students to make transformation without some type of mentoring. Thanks for your posting.
Response to Mickles
Upon reading your experiential theory I found you encourage students to go abroad. This is a great way to gain an educational experience. I read the example about the instructor choosing the young lady with kids to go abroad and work with HIV/AIDS patients. However, I can understand her decision to decline. This may not be the only way to gain experience she needs to be an assess to patients in the United States. Perhaps, she will be able to gain an experience here in the states because there are many patients that need her assistance as well as keep her family together.
Sunday, August 2, 2009
Learning Theories
In this course EDUC 8101: How Adults Learn: Theory and Research my colleague's constructive challenging with the discussion board did not affect my estimation of the theory to which I was assigned because they gave knowledge, direction, and new ways of looking at old problems. In addition, I learned aplenty about scholarship through reading their research as well as playing devil's advocate.
In fact, theories assigned to other colleagues were well defended because resources in our course allowed each learner to be equipped when defending our theories and this initially force us to interact and exchange ideas and extract the best ideas possible and maybe utilized them in our classrooms. When there is at least two or more learners then there is a highway of directions to travel to obtain new ways of looking at old problems because the sharing of information. I think we realize as adult learners that this course it is not about using every theory we study but to understand how to research and what is a theory.
I learned about two theories that I was not assigned and they were the following: transformative and reflective theories. I found that transformative theories are concerned with three important concepts: experience, critical reflection, and development. Consequently, to obtain adult development an individual must learn and live these concepts.
The reflective theory, I learned has an intuitive side whereas the learner have the opportunity to articulate what one has learned. At this point, a person who practice reflective learning must have structure as well as take on the responsibility for he/she learning.
The similiarities I discovered among the three theories were their emotional, physical, and mental capacities must have a contextual base for orientation reaction to the old or new stimuli of each learner. On the other hand, the differences are in experiential learning the adult learner learns faster because life experiences. In contrast, to children learners the reflective learning is more favorable of children because of favorable neurobiology or recall of memory.
I gain a treasure of insights about adult learning through engaging with my colleagues in scholarly and constructive critique around examinations of transformative, experiential, and reflective learning theories because they shown me that anyone can learn and there are so many educational theories it is a matter of doing the research to match learning styles in ones classroom to be effective with each student. In addition, there was some life and death situations that was a hugh challenge with enhancing growth while engaging with my colleagues and it made me realize that learning is a long life process from birth to death. Sometimes learning is difficult because the educator may not utilize the teaching strategy that best match your learning style.
In fact, theories assigned to other colleagues were well defended because resources in our course allowed each learner to be equipped when defending our theories and this initially force us to interact and exchange ideas and extract the best ideas possible and maybe utilized them in our classrooms. When there is at least two or more learners then there is a highway of directions to travel to obtain new ways of looking at old problems because the sharing of information. I think we realize as adult learners that this course it is not about using every theory we study but to understand how to research and what is a theory.
I learned about two theories that I was not assigned and they were the following: transformative and reflective theories. I found that transformative theories are concerned with three important concepts: experience, critical reflection, and development. Consequently, to obtain adult development an individual must learn and live these concepts.
The reflective theory, I learned has an intuitive side whereas the learner have the opportunity to articulate what one has learned. At this point, a person who practice reflective learning must have structure as well as take on the responsibility for he/she learning.
The similiarities I discovered among the three theories were their emotional, physical, and mental capacities must have a contextual base for orientation reaction to the old or new stimuli of each learner. On the other hand, the differences are in experiential learning the adult learner learns faster because life experiences. In contrast, to children learners the reflective learning is more favorable of children because of favorable neurobiology or recall of memory.
I gain a treasure of insights about adult learning through engaging with my colleagues in scholarly and constructive critique around examinations of transformative, experiential, and reflective learning theories because they shown me that anyone can learn and there are so many educational theories it is a matter of doing the research to match learning styles in ones classroom to be effective with each student. In addition, there was some life and death situations that was a hugh challenge with enhancing growth while engaging with my colleagues and it made me realize that learning is a long life process from birth to death. Sometimes learning is difficult because the educator may not utilize the teaching strategy that best match your learning style.
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