Diverse Learner Exercise 1: 1. How can the above development stages influence individual’s choice of education? These stages play a very important role at defining how individual’s choice of education is manifested. This can be true in the case of pre-adulthood, early adulthood, middle adulthood and late adulthood stages…
2. How can the above stages serve adult educators? These stages can serve the adult educators by finding out the vital link between their development and how useful it will be for them in the long range scheme of things. It will tell them exactly how their nuances would be handled and what needs to be discerned as far as the future domains are concerned. The adult educators have a good enough idea as to how their success graph would be measured and what they need to learn over a period of time. It will them exactly where they are lacking and what they need to adopt with the passage of time. 3. If you were to take a course, in which stage from above would you be? How would it influence your choice? If I was allowed to choose a course from the different development stages, I will go for early adulthood as this is the age that I am looking forward to having currently. It will tell me exactly how the transition within my life will come about and what I must adopt in order to move forward with the different undertakings of my own life. Exercise 2: Based on the following document, titled Focus on Basics, define Informational vs. Transformational Teaching. In your journal, comment on which one applies to your own teaching philosophy and why? Informational teaching is comprised of providing information towards the educators’ domains whereby he reads the instructions beforehand and then goes about implementing the same. The aspect of transformational teaching is a bit different where the transformation takes place on a natural level. There is the acquisition of skill with proper knowledge not being present; however the knowledge and information are gained with the passage of time through actual learning regimes that are employed. Informational teaching makes use of the proper guidelines which are already in place and that need to be studied out loud in order to reap success for the educators. The transformational teaching is much different from informational one because in the transformational teaching what is taught is indeed something distinctive and has a very physical basis attached with it. As far as my personality is concerned, I am more inclined towards teaching which is informational because proper guidelines are something that suits my domains well. These teach me the basics as far as understanding the nuances of work are concerned. The teaching philosophy that comes close to my domains is indeed the informational one because it highlights the strengths that lie within my folds and gives me an idea as to how similar undertakings will be properly followed by me. I would also gain transformational teaching realms but these can wait for a certain period of time before I make them a part of my own professional regimes. Therefore I will choose informational teaching more than the other one at this stage. Exercise 3: In your journal, write three ways that might help you, as an adult educator, bring out such knowledge. As an adult educator, the three ways that may assist me in bringing out such knowledge would be through better understanding the educational domains as to whether these are divided into pre-adulthood, early adulthood, middle adulthood or late adulthood. If this is held true, I shall reign supreme within my quarters of being an adult educator. The second aspect deals with the knowledge that my learners have ...
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This essay will assert that through the process of observation, documentation, and interpretation of children's goals, strategies, and theories, teachers gain insight into children's thinking. Teachers are better able to engage children in conversations and investigations that have the potential to extend their learning in both depth and breadth.
teristics and discussion of their impact on instruction would be presented; (2) a notation of how these characteristics can impact the classroom and either promote or hinder effective instruction would be proffered; and finally, (3) a determination of what can be done as a
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