backbone for motivation. The following text will discuss how maturity and motivation affect "readiness to learn‚" and how educators can utilize these attributes to instruct adult learners. Maturity Adult learners normally bring a great deal of maturity‚ which is a product of self-confidence‚ self-awareness‚ and increased problem-solving skills (Newman & Peile‚ 2002). These factors combined with a multitude of independent social factors lead to a person ’s maturity. This maturity allows them to cope
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Assignment 1- Negotiating with learners Initial assessment is an important part of the learning and teaching process‚ in order to ensure that learners join a course at the correct level and are able to progress through the course at an achievable level. Assessment should start as soon as the learner asks for information about the course they are interested in. The initial enquiry should be able to obtain relevant information from the learner in order to determine they have the necessary skills
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or overlap in several of the categories making them multimodal learners. Visual learners are those who take in and process information that is in a visual format such as maps‚ graphs‚ charts and diagrams that take the place of the written word (Fleming & Mills‚ 2011). Television is not considered tools for teaching visual learners. “Visual learners prefer seeing what they are learning”. (Russell‚ 2006‚ pg 352). Auditory learners are those who learn through hearing information presented in the
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components‚ encouraging learners to see‚ for instance‚ that good handwriting and knowledge of spelling are both involved in producing words that can be easily read. Example: Taking the learners out on a field trip or excursion where they can include all the components that are involved in this approach. QUESTION 2: 2.1) Text experiencing: These teaching strategies recognize the vital role of the reader (increasing the focus of modern theories of literature). This relates to learner-centered procedures
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Supporting English Language Learners North Boone School District is located in rural Boone County‚ Illinois. The district serves approximately 1‚700 students. North Boone is a medium district with six schools in the district. There are three K-4 schools‚ one 5-6 school‚ one 7-8 school‚ and one high school. I teach eighth grade mathematics at North Boone Middle School where 6.1% of students are English Language Learners (ELLs) (Illinois Interactive Report Card‚ n.d.). Our district has one certified
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Research Paper: Adult Learning Education beyond high school‚ even beyond a Bachelors degree is a critical requirement to obtain a decent rewarding employment in today’s society. However‚ many individuals do not graduate high school or college for many reasons: unexpected pregnancies‚ lack of family support‚ need of financial aid‚ etc. These individuals who return to some kind of higher education later in life are known as adult learners‚ or the non-traditional students. Adult learners over age
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Learner autonomy and teacher autonomy How to foster learner autonomy and teacher autonomy depends on many factors ‚ including attitude‚ motivation‚ methods‚ management‚ situations‚ responsibility‚ right and capacity of learners ‚etc. and it is also based on how we take our teacher roles in classrooms .Being an English student‚ I have studied the methods to foster my autonomy in teaching English by applying my knowledge and experience to enable my learner to learn English more effectively. I am
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today are often referred to as twenty first century learners because of access they have to technology. They collaborate amazingly well. They love team work and figuring out things with their friends. The twenty first century learners are information driven. They have never known a world without Google. The twenty first century learners are self-directed learners‚ they are able to learn whatever with free online sources. Todays learners download their own songs and apps from Itunes and
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Furthermore‚ ELL students are a diverse group that offers challenges and opportunities to the United States education and to the English language arts teachers in particular (“English Language Learners” 2). English Language Learners have varied level of language proficiency‚ for this ELLs are defined as the highly heterogenous and complex group of students. ELLs all come from differents background and cultures‚ most of them are hispanic such as: Mexican‚ Puerto-Rican‚ Dominican‚ Cuban‚ Peruvian
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For my third blog entry‚ I had the opportunity to interview Ms. Maria‚ a third-grade bilingual teacher with a little over ten years of experience‚ and the mother of my classmate. Ms. Maria just like her students has English as her second language but began her journey at the age of seventeen. This experience allows her to be more compassionate and understanding with her students’ situations as she went through the same thing but at a later age. I personally have never been enrolled in a bilingual
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