Course Title .Understand own role‚ responsibilities and boundaries of role in relation to teaching Chris Hirst PTLLS Preparing to Teach in Lifelong Learning Sector Level 3 Award Depending on the organisation‚ your role‚ responsilbities and boundaries as a teacher will depend on five areas of the teaching/learning cycle. The purpose of the cycle is to educate‚ communicate‚ and motivate students to learn. Identifying the learners needs Role of the teacher is to identify the individual
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QUALIFICATION HANDBOOK Level 3 and 4 Awards in Preparing to Teach in the Lifelong Learning Sector (PTLLS) (6302) October 2011 Version 1.0 Qualification at a glance Subject area City & Guilds number Age group approved Entry requirements Preparing to Teach in the Lifelong Learning Sector 6302 19+ There are no formal entry requirements. Learners are required to have evidence of level 3 vocational skills for the area in which they will teach if they are to progress into teaching in the
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Andragogy Self-Directed Learning (SDL) SUMMARY ON ADULT LEARNING THEORIES The central question on how adults learn has caught the attention of scholars and practitioners since the 1920s. Eighty years later‚ there is no single answer‚ theory or model that explains what the scholar and practitioners know about adult learners‚ various contexts where learning takes place and
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(Charp‚ 2000‚ p. 10). Three key elements surround the online learner: technology‚ curriculum‚ and instructor (Bedore‚ Bedore‚ & Bedore‚ 1997). In the early 1970s Malcolm Knowles introduced the term "andragogy‚" describing differences between children and adult learners
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TOPIC: Alternative Learning System in the Philippines I. Overview II. How It Is Implemented DISCUSSANT: Mrs. Emily J. Ruivivar I. WHAT IS ALS? ALS stands for ALTERNATIVE LEARNING SYSTEM which is a free education program implemented by the Department of Education (DepEd) under the Bureau of Alternative Education (BALS). It aims to benefit those who cannot afford formal schooling and follows whatever is the available schedule of the learners. The program follows a viable alternative
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participants and their characteristics. No one theory will fit every learning situation. There is an exception to every rule. There are‚ however‚ two theories that I feel closely supports my line of reasoning. First is Knowles’ theory of andragogy. Andragogy makes the following assumptions about the design of learning: (1) Adults need to know why they need to learn something (2) Adults need to learn experientially‚ (3) Adults approach learning as problem-solving‚ and (4) Adults learn best when
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Constructivism is child centered and focused on knowledge construction‚ not knowledge reproduction. It is a belief that one constructs knowledge from one’s experiences‚ mental structures‚ and beliefs that are used to interpret objects and events. According to Bagley and Hunter (1992) knowledge continues to double every two years‚ which active learning leads to greater retention and higher level thinking‚ thus becomes a dynamic process where students must learn to access information. Learning
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and universities‚ libraries‚ and lifelong learning centers. The practice is also often referred to as "Training and Development" and is often associated with workforce or professional development. It has also been referred to as andragogy (to distinguish it from pedagogy). Adult education is different from vocational education‚ which is mostly workplace-based for skill improvement; and also from non-formal adult education‚ including learning skills or learning for personal development. In 1926‚
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box. 1. How has clinical psychology contributed to andragogy? Sigmund Freud contributed by identifying the influence of the subconscious mind on behavior. Carl Jung expanded on his knowledge by saying that human conscious possessed four functions: sensation‚ thought‚ emotion‚ and intuition. Erik Erikson provided the “Eight Ages of Man”‚ the stages of personality development (p.44) 2. How has adult education contributed to andragogy? Some scholars have studied child learning as it differs
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Level 4 Diploma in Business and Professional Administration Unit 403 – PPD1 Personal and professional development Contents 1. Introduction Page 3 2. LO1 – How to plan for personal and professional development Page 4 3. LO2 – How people learn Page 7 4. Conclusion Page 8 5. Appendix Page 9 6. Bibliography Page 11 Introduction “The most successful nations in the future will be those which develop high quality
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