Motivating the Adult Learner Another aspect of adult learning is motivation. At least six factors serve as sources of motivation for adult learning: Social relationships: to make new friends‚ to meet a need for associations and friendships. External expectations: to comply with instructions from someone else; to fulfill the expectations or recommendations of someone with formal authority. Social welfare: to improve ability to serve mankind‚ prepare for service to the community‚ and improve
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|City & gilds 6302 LEVEL 4 – pttls - UNIT 009 | |Explain how to establish rules with learners to promote respect for others | | | |
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Being a teenager‚ all you care about is fitting in. Do I fit in with the right group? Does my clothing and hair meet standards? Will I be socially accepted? Well for me being a teen‚ this was my issue. I would have to wake up early to make sure i picked the right outfit for the day or that my hair was did according to how society believes how it should look. One day‚ my outfit caught the attention of others and I got accepted into what one might call the cool group. I soon became one of them
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CELTA ASSIGNMENT 1 – FOCUS ON THE LEARNER Part One Background The first part of the assignment focuses on the general overview of Entry 1 group who are majority females of South-Asian origin; also a Chinese‚ African & Arab learners are also enrolled in class. Learners of this group are housewives with little or no previous education background. They would have learnt Urdu or Gujarati in their country. The ages range between 24 and 45. The majority of learner’s first language speaks
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Some reports portray English language learners as a new and homogenous population. Actually ELLs are a highly heterogeneous and complex group of students‚ with diverse gifts‚ educational needs‚ backgrounds‚ languages‚ and goals. An English language learner is an individual that is of another culture and has migrated to America to live‚ learn‚ become educated and find a career. English language learners have been coming to America and continue to migrate here more and more. Most of them speak different
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Boy Meets World was one of my favorite childhood sitcom; it shows ethical decisions that needed to be made in the era. The sitcom has multiple angles and perspectives of different issues and life lessons. The main character Corey Matthews goes through life long journey with struggles and mishaps with family and friends. Boy Meets World shows how the “average” teenager is life. During the time of the show‚ the Matthews made is seem that the most important thing in life was family and friends. This
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Chapter 2 1. ________ uses a set of integrated applications to address all aspects of the customer relationship. Answer Selected Answer: CRM 2. Which type of system would you use to change a production schedule if a key supplier was late in delivering goods? Answer Selected Answer: TPS 3. ESSs are designed to serve the middle management of the organization. Answer Selected Answer: False 4. Supply chain management systems are more externally oriented
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Modern Macbeth Act 1 scene 3 [The three emo kids enter] The three emo kids meet again and check in about what everyone’s been up to. Emo kid 1: Sister where have you been? Emo kid 2: Making lives miserable‚ the usual. Emo kid 3: Same here! All: (dancing together in a circle) We weird emo kids‚ hand in hand‚ better than anyone on this land. Three times to yours‚ and three times to mine‚ and three times again‚ to add up to nine. Enough! The charm is ready. [The Secretary and his best friend enter]
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(practical) feedback to learners and discuss how these can motivate learners. Constructive feedback is a form of feedback which is helpful and supportive. It is motivational in that it neither gives false descriptions of a learner’s ability nor does it destroy their self-esteem‚ but aims to develop and fine-tune skills. Giving constructive feedback is crucial; without it learners cannot learn (Rogers‚ 2004). When used to emphasise progress rather than failure‚ it motivates learners‚ building confidence
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Validation of the diagnostic tool for assessing Online Learner Readiness. Abstract The purpose of this study was to test the factor structure‚ validity and reliability of the Online Learner Readiness Scale (OLRS) as a sufficient measure to test online learner readiness. It was predicted that the Online Learner Readiness Scale would produce a five factor structure; that the Online Learner Readiness Scale would relate to The Computer Technology Use Scale (CTUS)‚ The Australian Personality Inventory
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