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b malczyk

Finding flow | Psychology Today - 0 views

www.psychologytoday.com/...finding-flow

flow developmentally appropriate

shared by b malczyk on 01 Jun 12 - Cached
  • Flow also happens when a person's skills are fully involved in overcoming a challenge that is just about manageable, so it acts as a magnet for learning new skills and increasing challenges. If challenges are too low, one gets back to flow by increasing them. If challenges are too great, one can return to the flow state by learning new skills
  • b malczyk on 01 Jun 12
     
    Explaining the concept of flow--one important component of which is when a person's abilities are matched with manageable challenges
Amy M

201230 - SS152-VA - Developmental Psychology - 0 views

herkimer.sln.suny.edu/...default.asp

shared by Amy M on 17 Jun 12 - No Cached
  • Catherine Strattner on 17 Jun 12
     
    I love the idea of a coffee house section for socializing. I am trying to think of a title that might be more appropriate for 10-12 year olds. Any suggestions?
  • Amy M on 24 Jun 12
     
    No images?  I wonder how to increase visual interest.
sherrilattimer

ACVE - Teaching Adults: Is It Different? - 0 views

www.calpro-online.org/...docgen.asp

teaching adults pedagogy andragogy active learning

shared by sherrilattimer on 09 Jun 14 - No Cached
  • pedagogy assumes that the child learner is a dependent personality, has limited experience, is ready to learn based on age level, is oriented to learning a particular subject matter, and is motivated by external rewards and punishment (Guffey and Rampp 1997; Sipe 2001).
    • sherrilattimer
      sherrilattimer on 10 Jun 14
       
      Not everyone is the same at the same age, and they certainly don't have the same experience.
  • traditional teaching practices, not considered appropriate for adults, are suited to the needs of children and adolescents
  • The ongoing debates—andragogy vs. pedagogy, teacher directed vs. learner centered—may mean that no single theory explains how adult learning differs from children's learning (Vaske 2001).
  • ...6 more annotations...
  • Some question the extent to which these assumptions are characteristic of adults only, pointing out that some adults are highly dependent, some children independent; some adults are externally motivated, some children intrinsically; adults' life experience can be barriers to learning; some children's experiences can be qualitatively rich (Merriam 2001; Vaske 2001)
  • Power differences based on race, gender, class, sexual orientation, and disability can limit adults' autonomy and ability to be self-directed
  • Adults do not automatically become self-directed upon achieving adulthood. Some are not psychologically equipped for it and need a great deal of help to direct their own learning effectively (Beitler 1997; Titmus 1999)
  • Adults may be self-directed in some situations but at other times prefer or need direction from others (Courtney et al. 1999).
  • Research shows that motivational, affective, and developmental factors are more crucial in adults than in younger learners; adults are more able to be self-directed and reflective and to articulate learning goals, and they are more disposed to bring their life experiences to what and how they learn (Smith and Pourchot 1998)
  • Studies of metacognition indicate that children and adults differ at each level due to acquired expertise and active use of expert knowledge
  • sherrilattimer on 09 Jun 14
     
    This is an online version of Kerka's "Teaching Adults: Is it Different?"
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