ACVE - Teaching Adults: Is It Different? - 0 views
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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).
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sherrilattimer on 10 Jun 14Not everyone is the same at the same age, and they certainly don't have the same experience.
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traditional teaching practices, not considered appropriate for adults, are suited to the needs of children and adolescents
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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).
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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)
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Power differences based on race, gender, class, sexual orientation, and disability can limit adults' autonomy and ability to be self-directed
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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)
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Adults may be self-directed in some situations but at other times prefer or need direction from others (Courtney et al. 1999).
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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)
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Studies of metacognition indicate that children and adults differ at each level due to acquired expertise and active use of expert knowledge