The above quotation explains that constructivism as a paradigm or worldview posits that learning is an active and constructive process. The learner is an information constructor. People actively construct or create their own subjective representations of objective reality. New information is linked to prior knowledge‚ thus mental representations are subjective. Furthermore‚ constructivism states that learning is an active‚ contextualized process of constructing knowledge rather than acquiring it
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University: 429V June 23‚ 2013 The VARK analysis quiz is to evaluate learning styles. VARK stands for Visual‚ Aural‚ Read/Write‚ and Kinesthetic. When taking the quiz‚ the scores indicated that there was a multi-modal preference for learning. Multi-modal indicates “multiple preferences which gives the learner anywhere from 2-4 modes for learning and communication with others” (VARK: A Guide to Learning Styles Questionnaire‚ 2013). It gives the learner an arsenal of tools to use to
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skeptic is paramount in transformational learning. Seeking ways to think beyond the simple absorption and regurgitation of thinking as well as reflections within the context of ones personal beliefs encapsulate Mezirow’s (1991) “ thinking as an autonomous and responsible agent is essential for full citizenship in democracy and for moral decision making in situations of rapid change” (p.7). As autonomous thinkers‚ the challenge to responsibly recognize the learning goals and objectives are the primary
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------------------------------------------------- Aggression Aggression‚ in its broadest sense‚ is behavior‚ or a disposition‚ that is forceful‚ hostile or attacking. It may occur either in retaliation or without provocation. In narrower definitions that are used in social sciences and behavioral sciences‚ aggression is an intention to cause harm or an act intended to increase relative social dominance. Predatory or defensive behavior between members of different species may not be considered
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science of teaching adults’ (Delahaye‚ 2011). It focuses on the post-school vocational education‚ where the adults learning needs are the main importance and also should allow them to take responsibility for their own learning (Delahaye‚ 2011). In this sense‚ the differences between andragogy and pedagogy are related to not only the way content is taught‚ but also the progression of learning. Andragogy is relevant to training and development as concerns with the practical issues of trainers are coming
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ACKNOWLEDGEMENT Firstly‚ we would like to thank God who blessed us skills and give us ability to finish this assignment. We are really grateful because we managed to complete our Industrial Psychology assignment within time given by our lecturer. Our deepest thanks to Lecturer‚ Prof Madya Dr Mohd Ghani Awang for the guidance and encouragement in finishing this assignment and also for teaching us in this course. We would also like to thank daddy for spending his time to explain and teach us how
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previous knowledge and experience. Learning is an active process. The more active we can be‚ the more hands on and tangible the information‚ the more we learn (Winn‚ 2004). Instruction that centers on the Constructivist approach involves providing experiences for the learner. Learners must be given the freedom to construct meaning at their own pace through personal experience. Learning
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for the module preparation for mentorship‚ I will attempt to critically discuss and analysis the support I have put into place in relation to learning outcomes 2-5 whilst supporting a learner in practice. I will continue by examining strategies and decisions‚ identifying my own and students learning needs and styles‚ also examining theories surrounding learning and mentorship. Furthermore my roles and responsibilities as a mentor will be analyzed leading to an evaluation of how in future I could improve
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PTLLS CHAPTER ONETeaching and Learning Adult Learning They are aged 16 and above and do the courses for many reasons such as: further education‚ work-based‚ adult and community learning centre‚ etc in order to learn for their own benefits or to enhance their job role. Here is some important aspects of adult learning you should consider: Adults are more confident to ask questions and challenge theories. If you cannot answer their questions‚ say you will find out and make sure you do. So be
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can dramatically improve your learning efficiency. 2. Keep Learning (and Practicing) New Things One sure-fire way to become a more effective learner is to simply keep learning. A 2004 Nature article reported that people who learned how to juggle increased the amount of gray matter in their occipital lobes‚ the area of the brain is associated with visual memory. When these individuals stopped practicing their new skill‚ this gray matter vanished. So if you’re learning a new language‚ it is important
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