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WK3 Child, Adolescent, and Adult Learning

The document discusses learning in young children, adolescents, and adults. It notes key differences in each group, such as young children learning through play while adolescents need activities to trigger cognitive abilities. Adults are more disciplined and have clear learning objectives. The document also discusses pedagogy, andragogy, and learning retention based on teaching methods.

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justinroy1729
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17 views6 pages

WK3 Child, Adolescent, and Adult Learning

The document discusses learning in young children, adolescents, and adults. It notes key differences in each group, such as young children learning through play while adolescents need activities to trigger cognitive abilities. Adults are more disciplined and have clear learning objectives. The document also discusses pedagogy, andragogy, and learning retention based on teaching methods.

Uploaded by

justinroy1729
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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WK3 Understanding Learning

Child, Adolescent, and Adult Learning

Introduction
The age of students is a large factor for teachers consider in making decisions about
how and what to teach. Teachers must take into account students’ learning needs,
expectations, cognitive abilities, and skills. For instance, when teaching language,
teachers respect children's need to learn languages through play which is different from
adolescents who are in need of activities to trigger their cognitive abilities to understand
abstract notions.
YOUNG CHILDREN

● They can learn through talking about themselves, families and their lives.
● They are curious to learn and discover new concepts on their own.
● They like to use their imagination and to discover things.
● They naturally need to touch, see, hear and interact to learn.
● Because their attention span is limited, they need engaging and entertaining
activities in order to not lose interest.
● They like to cooperate and work in groups.
● They need support and encouragement while learning.
● Teachers need to work their students individually because they need to be
guided.

ADOLESCENTS

● They are in search for personal identity.


● They are in need of activities that meet their needs and learning expectations.
● They become disruptive when they lose interest in the lesson or feel bored.
● They need help and support from the teacher and to be provided with
constructive feedback.
● They can draw upon a variety of resources in the learning environment, including
personal experience, the local community, and the Internet.

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● They need the teacher to build bridges between the syllabus and their world of
interests and experiences.
● They can learn abstract issues and do challenging activities.
● Their personal initiative and energy are moved into action through meaningful
involvement with relevant and current content.

ADULTS

● Adults are more disciplined than adolescents.


● They have a clear understanding of their learning objectives.
● They need to be involved in choosing what and how to learn.
● They prefer to rely on themselves and work on their own pace.
● They come to the classroom with a wide range of knowledge, expectations, and
experiences.
● They are able to do a wide range of activities.
● Adults learn at various rates and in different ways according to their intellectual
ability, educational level, personality, and cognitive learning styles.
● They come into the classroom with diverse experiences, opinions, thoughts, and
beliefs which need be respected.

What is Pedagogy and Andragogy?


Today, pedagogy refers to the theories and methods used in teaching. However,
in the past, pedagogy referred specifically to the methods used to educate
children. Andragogy was coined to focus on the practices used to teach adults.
In the traditional sense of the word, pedagogy is authority-focused, "top-down," in
that a teacher has complete or nearly complete control over a child's learning
experience. The teaching methods employed in pedagogy are very much about
transferring foundational knowledge, not about critical discourse. It is a formal process,
and usually grades are involved as a means of documenting children's progress.
"Pedagogy" literally means "leading children."
"Andragogy" was a term coined to refer to the art/science of teaching adults.

LEARNING PYRAMID
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There are various methods a learner can engage in which will allow them to learn
information at various percentages of retention. The Learning Pyramid, researched and
created by the National training Laboratories in Betel, Maine, illustrates the percentage
of learner recall that is associated with various approaches. The first four levels (
lecture, reading, audio visual and learning methods. In contrast the bottom three levels
(discussion groups, practice by participatory (active) learning methods. The Learning

Pyramid clearly illustrates that active participation in the learning process results in a
higher retention of learning.

Bases on the research, the least effective method would be a Lecture. Long term
retention rates of a typical lecture, where an individual merely stands in front of people
and talks is considered to be around 5%. However if people get actively involved and

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collaborate with dramatically increases. The difference in retentions between passive
and active (participatory) methods may be due to the extent of reflection and deep
cognitive processing.

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References:
https://sites.google.com/site/lespedagogyandandragogy/home/how-the-children-teenagers-and-ad
ult-teach

Ertmer, P. A., & Newby, T. J. (2013). Behaviorism, cognitivism, constructivism: Comparing


critical features from an instructional design perspective. Performance Improvement
Quarterly, 26(2), 43-71.

https://lidtfoundations.pressbooks.com/chapter/behaviorism-cognitivism-constructivism/
https://www.buffalo.edu/catt/develop/theory/constructivism.html#:~:text=constructivist%20classr
oom%20activities-,What%20is%20constructivism%3F,%2Dexisting%20knowledge%20(schema
s)

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