Planning Programs For Adults Chapter 1 Summary

I have facilitated the development of program plans of study, in fulfillment of Perkin’s requirements, and currently working on program pathways. We are revising our course offerings and sequencing through a SREB audit completed last year. Suggested program changes and new program implementations are being evaluated against Pierce and King County Workforce data and job growth projections. Staff certifications, trainings and curriculum development needs are currently being assessed for implementation. Using state and national professional teaching standards and assessments I have provided support for teachers through assistance programs, and professional development.

Essay 2 Polk State Lakeland Gateway to College High School Program is the only program in my knowledge that allow students to graduate with both an AA degree and a high school diploma. I am interested in this program because I will have to opportunity to grow academically and learn from the older students who attend Polk State. Since I have problems with socializing, I feel that attending college with mature students would help me become comfortable speaking to others and making new friends.

So the The focus of my education will be to utilize theories on adult learning and methods of long-term retention within the context of their preferred communication and learning styles. Much like the University of Minnesota utilizes voice-over PowerPoints and reading assignments to engage multiple senses and provide a framework for learning, I will provide various sources of content and structure according to cognitive and constructionist learning theories (10x10 with University). I will package my content in modules spread over several weeks, like the 10x10 program, in order to give the students time to fully absorb the information and begin to apply it to their work. Leading into the classes I will provide them with a big picture overview and open a discussion on the importance of learning this material in order to increase buy-in and engagement. I believe that by using cognitive and constructionist theories to maximize LTM as well as theories on adult learning and the Shannon-Weaver communication model, I can deliver exceptional informatics education to my

Young adulthood can also be a threatening time because choices made at this time often have a lifelong impact on the individual. What learning tasks gave me the greatest difficulties? It’s easy for me to understand many issues which are related different periods of one’s life. However, I don’t understand the concept ageism, because it doesn’t show obviously in our society.

Teachers received training and continued coaching to integrate SEL into their curriculum

I will incorporate Behavioral approach using demonstration. The role of the adult educator may include transmitting information through a lecture, demonstrating new skills,

Week 9 Chapter 12 focuses on planning before the class. The author mentions that planning can remind teachers what they intend to do during the class, and it is also helpful for class observation. Although class planning is important, sometimes things do not always on the right track. Therefore, teachers have to be flexible and change the plan accordingly. The aim of the plan is to have coherence and variety.

For this facilitation I collaborated with Ashley, Camille, Christina, and Sharon. Our topic was career paths and continuing education. Our scenario

Introduction The significance of person centered planning is paramount in social growth. This assignment will discuss the role of ID nurses in person centered planning. The detailed discussion will be facilitated through literature review from studies conducted by various scholars and experts. The importance of this topic is to identify these roles and how it underpins the person-centered planning with person with an intellectual disability, in actualizing his or her dreams with RNID actively involved.

“We want kids to read about these adult situations before they face them in person.” (“Arizona State University”). The quote means that people need to know how to face problems that they might come across in the future. For example, this quote is important because people need to read about or know about situations before they encounter them. In conclusion, people need to face and know about other situations before they face them in reality.

They have a drive to succeed and appear motivated and eager to learn. Understanding how adult learners function is imperative for the instructor to understand so that learning activities can be molded to fit their learning styles. Providing education that blends well with their unique learning needs can help students succeed. Rico, Beal, and Davies (2010) discuss different learning styles and suggest that “accelerated students want faculty to deliver knowledge using many different methodologies”. Professor Robertson demonstrated using different teaching techniques for her students as well.

My program idea is a continuation of my module 4 reflection from what I learned from Chapter 34 Adult and Continuing Education for an Aging Society. The program idea would be to address the problem that a majority of seniors 65 years old and up do not have access to computers or know how to the internet which prevents them from participating in many possible learning programs (Wolf and Brady, 2010). The program objective would be to provide a learning workshop or class series for senior citizens (65 years old and up) on how to use computers and the internet so they can achieve their current and future educational goals such as developing new skills. Washtenaw Community College has a community enrichment senior focus program that holds classes

Educational philosophy and teaching styles are two aspects of adult learning that influence the teaching-learning transaction in colleges and universities. The educational philosophy can inform the educator with strategies and methods for implementing adult learning principles. Floyd (2010) described the importance of educators knowing their educational philosophy because self-examination and critical inspection of practices will create a consciousness of some unconscious beliefs that affect teaching practice.(1,2) The literature on educational philosophy explains, “When an adult educator engages in the practice of education, certain beliefs about life in general are applied to the practice” . Therefore, educators hold beliefs about how adults learn, how they should be taught, and what instructional practice should look like.

Final Reflective Paper The decision to return to school is a significant step for adult learners, particularly after a long absence from formal learning, and there are many factors in making that decision. Perhaps to develop or achieve professional goals, higher career status, professional security, or to personal goals, such as, seeking knowledge and new skills. As adult learners, they bring lived experiences and develop knowledge to the classroom, most are self-directed, goal oriented, therefore, have different ways in approaching learning and may require particular learning environments.

I found the weekly planner assignment to be enlightening because it showed my weekly progression for the goals I set at the beginning of the week and the roles that I embrace in a given week. This assignment has helped me with what I can do better to align my goals with my actions. These goals come from the roles that define me, so by increasing my chances of achieving my goals, I am also developing my various roles. Completing a weekly planner for two weeks has provided me an opportunity to be critical of how I spend my time and change it to be more complementary to my key roles. The first week of the assignment , I spent a lot of time practicing, helping teammates with their schoolwork, and studying for the LSAT.