How can I get my material across in a way that will interest and excite people?
Completely revised and updated throughout, the new edition of this friendly and practical book is the guide on how to teach adults. Written in an accessible style, it unravels the myths of teaching adults, while explaining why it is both a rewarding and a complex task.
Using case studies and examples from a wide range of sources including highe education , adult education and management development, Adults learning answers questions such as:
How do I deal with a group of mixed ability?
How can I can I manage the conflicts that may arise in a group?
Which teaching methods work best and which are least effective?
The author includes new chapters on problem-based learning and action learning, updated and extensive new material on handling groups, and a revised chapter on coaching, providing plenty of points for further discussion.
Adults Learning is a must-read for anyone involved in teaching adults.
This book examines one of the most fundamental issues in education – learning. Once understood as a highly individual process, learning is now recognised to be a strongly social event, infl uenced not only by mental processes, but also by the context in which it occurs. Much learning takes place in contexts outside the education system, in homes and families, for example, as well as in classrooms, schools and colleges. Insights from across these different contexts shed light on what learning is, and how opportunities for it can be maximized.
The application of learning styles theory and research continues to hold great promise for practitioners in both education and training as a potentially powerful mechanism for enabling pupils, students and trainees to manage their own learning better throughout their educational and working lives. The selection of papers from the 10th Annual European Learning Styles Information Network Conference (held in July 2005 at the School of Management, University of Surrey) presented here raise a number of pertinent issues which are significant in the ongoing debate regarding the value of cognitive and learning styles in education and training practice. Central to the debate is the question of how do practitioners (teachers and trainers) gain a working vocabulary around the concept of learning styles which may be incorporated into their day-to-day practice and thereby enhance the learning process?
The publication of Learning Power in Practice represents an important stage in the development of the Effective Lifelong
Learning Inventory (ELLI) project. ELLI has been ‘work in progress’ within the University of Bristol’s Graduate School of Education for the past five years. Like most of the projects funded by the Lifelong Learning Foundation (LLF), it combines a robust scientific strand with a strongly practical orientation, the aim being to develop a range of tools for tracking, evaluating and recording people’s development as real-life learners.
In his riveting new book, The Art of Learning, Waitzkin tells his remarkable story of personal achievement and shares the principles of learning and performance that have propelled him to the top -- twice.
With a narrative that combines heart-stopping martial arts wars and tense chess face-offs with life lessons that speak to all of us, The Art of Learning takes readers through Waitzkin's unique journey to excellence. He explains in clear detail how a well-thought-out, principled approach to learning is what separates success from failure. Waitzkin believes that achievement, even at the championship level, is a function of a lifestyle that fuels a creative, resilient growth process. Rather than focusing on climactic wins, Waitzkin reveals the inner workings of his everyday method, from systematically triggering intuitive breakthroughs, to honing techniques into states of remarkable potency, to mastering the art of performance psychology.
