<< Chapter < Page Chapter >> Page >

Discussion: Which of the four styles listed above best describe your style? Why? Refer back to Table 1 to help explain your answer.

Activity: Utilizing Table 3, identify the most likely type of learning style(s) you have by examining your answer to the above discussion. Reflect on the types of strategies that best reflect your style.

Case study: self-reflection and professional development

By identifying how adults learn, administrators are better able to arrange approaches to meet the learning styles of those they lead and arrange for professional development in their respective school settings. This insight will serve us well when we are seeking by-in for new multi-media applications that will improve management aspects of the workplace and especially student success for all. Focus on a professional development situation in which you were a learner: a situation in which you were asked to learn a new concept. What was the concept? What was the setting in which you were to learn?

Discussion: In a group, discuss how you as the learner would respond to the following questions.

  • How key was attention to the learning and the act of learning?
  • What optimized your attention?
  • What maintained your attention?
  • What role did peer or personal motivation play?
  • How much control as the learner did you have? Was it enough?
  • How much did interest or need affect (your) learning? 

Activity: Now plan a professional development activity by focusing on the following issues:

  • How key is maintaining the attention of the learner in the act of learning?
  • What would you do to optimize attention?
  • What would you do to maintain attention?
  • What role does peer or personal motivation play?
  • How much control for the learner do you think is necessary?
  • How much does interest or need of the learner affect your training? 

Web resources

Adult Education Quarterly, (External Link)

Adult Learning, (External Link)

Adult Learning Activities, California Distance Learning Project (External Link)

Community Partnerships for Adult Learning , U.S. Department of Education, (External Link)

Educational Technology Clearing House, (External Link)

How Adults Learn, (External Link)

ISTE: International Society for Technology in Education (External Link)

Mentor Information and Materials, (External Link)

Iowa’s Professional Development Model (External Link)

Teaching Tips Index, (External Link)

The U.S. Department of Education's Office of Educational Technology , http://www.ed.gov/about/offices/list/os/technology/index.html

References

  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
  • Bayard, J.P.&Papa, R. (2003). One learning model. Sacramento, CA: Center for Teaching and Learning.
  • Bloom, B.S. (1965). Taxonomy of educational objectives. London, UK: Longman.
  • Brown, R. (1990). The construct and concurrent validity of the social dimension of the Brown locus of control scale. Educational and Psychological Measurement, 50, 377-382. Note: In-class Hand-out.
  • Brown, R.&Marcoulides, G.A. (October, 1996). A cross-cultural comparison of the Brown locus of control scale. Educational and Psychological Measurement, 56, 5, 858-863. (External Link)
  • Bruner, J.S. (1983). In search of mind: Essays in autobiography. New York, NY: Harper&Row.
  • Cronbach, L.&Snot, R. (1977). Aptitudes and instructional methods: A handbook for research on interactions . New York, NY: Irvington.
  • Cross, K.P. (1981). Adults as learners: Increasing participation and facilitating learning. San Francisco, CA: Jossey-Bass.
  • Dewey, J. (1938). Experience and education. New York, NY: Macmillan.
  • Erikson, E.H. (1959). Identity and the life cycle . Psychological Issues , 1 , 1.
  • Erikson, E.H. (1968). Identity, youth and crisis. New York, NY: W. W. Norton.
  • Felder, R. (1993). Reaching the second tier: Learning and teaching styles in college science education. Journal of College Science Teaching, 23 (5), 286-290. Retrieved December 2000, from (External Link) .
  • Felder, R. (1996). Matters of style. ASEE Prism, 6 (4), 18-23. Retrieved December 2000, from (External Link) .
  • Freire, P. (1972). Pedagogy of the Oppressed. Harmondsworth: Penguin.
  • Gardner, H. (1983). Frames of mind: The theory of multiple intelligences . New York, NY: Basic Books.
  • Gardner, H. (1999). Intelligence Reframed. Multiple intelligences for the 21st century , New York: Basic Books.
  • Gardner, H. (1999). The Disciplined Mind: Beyond Facts And Standardized Tests, The K-12 Education That Every Child Deserves , New York: Simon and Schuster.
  • Gardner, H. (2006). The development and education of the mind: The selected works of Howard Gardner. London, UK: Routledge.
  • Gilligan, C. (1982). In a different voice: Psychological theory and women's development . Cambridge, MA: Harvard University Press
  • Glasser, W. (1990). The quality school . New York, NY: Harper&Row.
  • Gregorc, A.,&Butler, K. (1984, April). Learning is a matter of style. VocEd , 27-29.
  • Guilford, J.P. (1950). Creativity. American Psychologist, 5 , 444-454.
  • Kolb, D. (1984). Experiential learning: Experience as the source of learning and development . Englewood Cliffs, NJ, Prentice-Hall.
  • Knowles, M.S. (1980). The modern practice of adult education: From pedagogy to andragogy. New York, NY: Association Press.
  • Knowles, M.S. (1990). The adult learner: A neglected species. Houston, TX: Gulf.
  • Lave, J.&Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press.
  • Levinson, D.J. (1978). The s eason’s of a man’s life. New York, NY: Alfred A. Knopf.
  • Levinson, D. J.,&Levinson, J. D. (1996). The seasons of a woman's life . New York: Alfred A. Knopf.
  • McCarthy, B. (2006). The 4-MAT system: Teaching to learning styles with right/left mode techniques . Retrieved on September 9, 2006 from: (External Link)
  • Papa-Lewis, R. (1983). The mentoring relationship between major advisors and doctoral degree advisees. Dissertation Abstracts.
  • Papa-Lewis, R. (1987). The relationship of selected variables to mentoring in doctoral level education. International Journal of Mentoring, 1 (1), 22-26.
  • Papa, R. (2002a). The art of mentoring. Sacramento, CA: Center for Teaching and Learning.
  • Papa, R. (2002b). How we learn. Sacramento, CA: Center for Teaching and Learning.
  • Papa, R. (2004, October). Social studies and elementary education: An annotated review of literature. New York, NY: Macmillan McGraw-Hill, Publishers.
  • Piaget, J. (1970). Piaget’s theory. In P. Mussen (ed) Handbook of child psychology, 1 . New York, NY: Wiley, 1983.
  • Rogers, A. (2002). Teaching adults, 3 rd ed. London, UK: Open University Press.
  • Rogers, J. (2004). Adult learning, 4 th ed. London, UK: Open University Press.
  • Skinner, B.F. (1974). About behaviorism. New York, NY: Random House, Inc.
  • Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
  • Watson, J. (1928). The ways of behaviorism . New York, NY: Harper&Brothers Pub.
  • Wenger, E. (1999). Communities of practice: Learning, meaning and identity . Cambridge, UK: Cambridge University Press.

Get Jobilize Job Search Mobile App in your pocket Now!

Get it on Google Play Download on the App Store Now




Source:  OpenStax, Ncpea handbook of online instruction and programs in education leadership. OpenStax CNX. Mar 06, 2012 Download for free at http://cnx.org/content/col11375/1.24
Google Play and the Google Play logo are trademarks of Google Inc.

Notification Switch

Would you like to follow the 'Ncpea handbook of online instruction and programs in education leadership' conversation and receive update notifications?

Ask