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CLD 375 Study guide

by: Smccarty

CLD 375 Study guide CLD 375

GPA 3.0

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About this Document

These notes cover the short topics covered in the brief time between now and the first exam. Things such as: androgogical model, "Pedagogy of the Oppressed", and 8 Elements for Designing Instruct...
Contemporary Adult Learning
Daniel Kahl
Study Guide
Adult Learning, Androgyny, Pedagogy
50 ?




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This 3 page Study Guide was uploaded by Smccarty on Friday March 4, 2016. The Study Guide belongs to CLD 375 at University of Kentucky taught by Daniel Kahl in Spring 2016. Since its upload, it has received 23 views. For similar materials see Contemporary Adult Learning in Public Relations at University of Kentucky.


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Date Created: 03/04/16
CLD 375: Study Guide for Test 2 1. Androgogical Model 1. 6 Characteristics i. The Need to Know: Adults need to know why they need to learn something before they take to learning it. 1. When adults understand why they invest more energy looking into the benefits they will gain from it 2. Facilitator needs to help learners become aware of the “need to know” reasons first! ii. The learners’ self-concept: Adults, unlike children, have developed self- concepts of being responsible for their own decisions, for their own lives 1. They develop a deep psychological need to be seen by others and treated by others as being capable of self-direction. a. Do not want to be forced to accept others’ will b. Do not want to be “taught” and lectured to iii. The role of the learners’ experience: Adults come into a learning situation with past experiences. They have different kinds of experiences (in quantity and quality) 1. Any group of adults there will be a wider range of individual differences (more heterogeneous) in terms of background, learning style, motivation, needs, interests, and goals 2. Individualized of teaching/learning styles iv. Readiness to learn: Once adults realize why they need to know something, they become ready to learn those things as it applies to their real-life situation 1. Timing learning experiences to coincide with those developmental tasks v. Orientation to learn: Adults’ learning is life-centered (task-centered/problem centered) 1. They are more motivated to learn the extent that they perceive that learning will help them perform task or deal with problems they confront vi. Motivation: Adults are responsive to some external motivation, but the most important motivator is internal pressures (self-esteem, quality of life, etc.) 2. “Pedagogy of the Oppressed” : consciousness-raising 1. Wrote about a theory for educational illiterates 2. Held fast to the conviction that all humans regardless of “ignorance” or “cultural silence” is able to look seriously at their world in context with others and with proper tools for such they can perceive gradually their personal/social reality and deal with it as such 3. 2 Approaches to Information Sharing and Learning: Banking Model & Problem- Posing Model i. Banking education/model: education as the practice of domination 1. People are adapted to their oppressive environment 2. Teachers control thinking and action of students 3. Students are passive personas 4. Assumes the position that people are “in the world” and not connected to it (or each other) ii. Problem-Posing model: education as the practice of freedom 1. Goal: transform structural oppression 2. Both facilitator and student (or “educand”) teach and learn from each other (Much like the androgogical model) 3. Everyone and everything is related in the world 4. Begins with the “educands’” history (both present and future) 5. Goal: to transform society to re-humanize both oppressed AND oppressors 3. 8 Elements in procedure of designing instruction for adult learners (give examples) 1. Prepare the Learner i. How to teach self-reliant 1. Explain to them difference between proactive VS reactive 2. A short experience that helps to identify skills within the group (they begin to understand that not only are they responsible for the outcome but they share power) 3. Prepare the learner in understanding why and why they need the material -> therefore they are more engaged because they control the environment ii. EXAMPLE: Making an announcement about the program/class (give them something to think about) 2. Establish a climate conducive to learning i. Physical, social, psychological, and organizational 1. **Having a safe environment, bright colors, not chaotic** ii. EXAMPLE: Setting up classroom to help with learning as well as keeping an environment calm and open to all ideas 3. Creating a mechanism for mutual planning i. Emphasize learners share responsibility for planning/participating in events ii. EXAMPLE: Making a plan and expressing it upon the beginning of instruction and sticking to it 4. Diagnosing needs for learning i. Identify what you are hoping to teach (what are the core competencies? Skill-base identified?) ii. EXAMPLE: Put students in small groups, therefore they can share what they perceive their needs and interest to be 5. Formulate program objective i. Different definition for different theorists ii. EXAMPLE: learning contracts/plan/agreements 6. Design pattern of learning experiences i. EXAMPLE: Sequenced by readiness, taking project units 7. Conduct the educational experience i. Critical aspect of this: the role of the program administrator is to function as a developer of human resources development personnel ii. EXAMPLE: With a contract, simply stick with the outline drawn up in the agreement 8. Evaluate your learning i. EXAMPLE: How do you evaluate learning? What is the focus of the evaluation? 1. Using a 3 party person to help evaluate what you teach and how you teach it


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