Motivating the Adult Learner Another aspect of adult learning is motivation. At least six factors serve as sources of motivation for adult learning: Social relationships: to make new friends‚ to meet a need for associations and friendships. External expectations: to comply with instructions from someone else; to fulfill the expectations or recommendations of someone with formal authority. Social welfare: to improve ability to serve mankind‚ prepare for service to the community‚ and improve
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KENDRIYA VIDYALAY VIRAMGAM REVISION WORKSHEET Name ______________________________________________________________________________________ Class _________________ Roll no ______________________________________________ Read the passage. Then answer the questions below. Christmas is my favorite holiday. My grandmother makes ham‚ salad‚ and cupcakes on Christmas. I also get a present on Christmas! Last year I got a new set of paint brushes. This year I hope to get new pencils and a drawing pad
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ASSIGNMENT 2 - FOCUS ON THE LEARNER. Background The learner is a 35 year old female from France. She is married with two children‚ and has lived in Oman for five years. The learner ’s first language is French. It is also the language that is spoken at home. Learner ’s profile The learner ’s level of English is between pre-intermediate to intermediate. She did not finish high school‚ and after grade 10‚ at the age of 16‚ she completed a certificate in disability studies. The learner studied English three
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help students identify their own personal learning style to better understand what works best for them during their educational experience (Sinclaire‚ 2012). The following is this learner’s analysis results after answering all the questions required. The VARK resulted with an answer of multimodal. This includes the four identified styles in which an individual bases their learning from. The style types include visual with a score of 8 for this learner. The second style is aural with a score of
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The “good language learner” LIU Mingzhu (department of foreign language‚ Jiangsu University of Science and Technology) Abstract: In order to find out why some people learn languages fast and easily whilst others never seemed to be able to learn a foreign language at all. Was there a magic secret? Were some people naturally more able than others? By investigation‚ i conclude that some factors like motivation‚ personality make a great contribution. Key words: Motivation Extrovert Personality Experiment
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As I contemplate the enormous responsibility that one assumes when working in the profession of nursing‚ the question‚ (Roberts‚ 2011) “what is the relevance of this important concept (lifelong learning)‚ posed by Dottie Roberts‚ MSN in her editorial “Resolved to Be a Lifelong Learner”‚ there is no doubt in my mind that I too‚ have taken on the responsibility to continue to expand my knowledge base and skills as a professional nurse. Standard number 8 in the Standards of Professional Nursing Practice
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Changes In The 21st Century Learning Introduction: How can 21st century students be expected to function in a 21st century world‚ with a 20th century education? It may be easy for some students‚ but for the majority of the student population‚ the present style of teaching is no longer relevant to their needs. This being said‚ most students have a new way of looking at the world‚ as the world itself now looks different than it did when those teaching methods were created. Education should be
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I found many of the topics discussed in Becoming a Learner useful‚ but the things I found most useful were how most college students go into college and how it is wrong. Sanders describes how many students go into college with the assumption that college will give them a good life. Talking about this he says‚ “The problem with this conversation is that it can turn education into an obligation instead of an opportunity” (Sanders 26). I can relate to this because many times I have thought that college
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(practical) feedback to learners and discuss how these can motivate learners. Constructive feedback is a form of feedback which is helpful and supportive. It is motivational in that it neither gives false descriptions of a learner’s ability nor does it destroy their self-esteem‚ but aims to develop and fine-tune skills. Giving constructive feedback is crucial; without it learners cannot learn (Rogers‚ 2004). When used to emphasise progress rather than failure‚ it motivates learners‚ building confidence
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EXPLAIN THE WAYS IN WHICH YOU ESTABLISH GROUND RULES WITH YOUR LEARNERS Providing ground rules should be done before the delivery of a course begins. These rules can be delivered during the initial welcome and introduction of learners and teacher to each other‚ the Opening of the course. Some ground rules can include: Punctuality‚ No eating during class‚ No mobile phones‚ Behavioural Limits (No physical violence)‚ Handing in Homework on time‚ No Talking over others. DESCRIBE HOW GROUND RULES
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