Aref Aalam SN# 000419240

PIDP 3100

 Foundations of Adult Education

 Assignment #4

 For Glenn Glay

Vancouver Community College

“adults are problem-centered, not subject-centered, and desire immediate, not postponed application of the knowledge learned.” (p. 53)

Objective

What have you learned from reflecting on this particular quote? What has caught your attention?

To start my first journal entry, I deliberate Knowles (1980) proposal as cited in Merriam & Bierema, (2014) that, “adults are problem-centered, not subject-centered, and desire immediate, not postponed application of the knowledge learned.” (p. 53). I selected this statement because I have an extensive background in teaching as an instructor and particularly in regard to adult learner but I have not look at it from this perspective.

In 1984, Knowles suggested 4 principles that are applied to adult learning:

1.Adults need to be involved in the planning and evaluation of their instruction.

2.Experience (including mistakes) provides the basis for the learning activities.

3.Adults are most interested in learning subjects that have immediate relevance and impact to their job or personal life.

4.Adult learning is problem-centered rather than content-oriented. (Kearsley, 2010)

From the change in time perspective, as people mature-form future application of knowledge to immediacy of application. Therefore, an adult is more problem centred than subject centred in learning (pp. 44-45   ).

                                                             Reflective

What did you realize about teaching as a result of this quote?

I was impressed by these quotes because of all my educational experiences from when I started teaching in my hometown about thirty years ago as well as that of my second trimester teaching in Canada were all traditional. In my second trimester, much of my teaching style was “let’s try a better and more Technical and effective style this time I encouraged the student’s analytical thinking by challenging the students with questions so that they could actively participate in applied sciences concepts along with scaffolding knowledge to critically clarify the discussion. I had another opportunity to work with the amazing IPE SIM ( Inter-Professional Education Simulation)  team for four days three of which were back to back IPE SIMs with MRAD ( Medical Radiation Diploma) and Nursing students – 7 hours of SIM each day not including set-up and take down time.

Simulation allows students to incorporate theory into hands-on practice in an environment that allows for errors without risk to patients. Benefits include decreased medication errors, increased communication and teamwork, improved critical thinking and problem-centering skills and immediate, not postponed application of the knowledge learned. Before that time IPE SIM wasn’t clear for me; my expertise is teaching the students in the classroom or at medical sites for their practicum. I have not had the opportunity to participate in this type of collaboration. From the day I started the simulation it became ever more interesting to me as each day passed. I do experience flashbacks which have come to me from previous memories which in turn have helped me realize how effective and worthwhile this problem-center method of collaboration truly is.

My duty as an instructor was to facilitate rather than dominate the learning, I honestly enjoyed learning more about SIM with the marvelous team. We also had a constructive debrief for IPE SIM, I definitely am looking forward to participating in this problem-center and safe SIM IPE in the further.

                                                          Interpretive

What was your ‘Aha!” moment when you read this quote? In what way(s) did this quote change your mind about being an adult educator? What was one key insight that you now have as a result of this quote?

Regarding this quote, my “Aha” moment was learning that adults need to know why they need to learn something, they need to learn experientially, and approach learning as problem-solving, finally, adults learn best when the topic is of immediate value, as an immediate, practical application, also be an enjoyable experience at the same time. Knowledge application and transfer is one of the ultimate learning goals in education. For adult learners, these abilities are not only beneficial but also critical. The ability to apply knowledge learned from school is only a basic requirement in workplaces. In this ever-changing world, the ability to near and far transfer knowledge is the skill that keeps an individual competitive and indispensable in job markets. Therefore, in workplaces, learning transfer is not just a higher order cognitive ability; it is a survival skill. Problem-based learning (PBL) is a pedagogy that could provide an effective learning environment to help students develop these skills (Hung,2013) As a result of this quote, I further understand that in problem-based learning, it is the process of learning how to solve a problem that is more important than the solution itself (Peterson & Treagust, 1997).

                                                            Decisional

How has this quote and the insight you have gained from reflecting on it influenced your notion of teaching or how you will teach in the future?

I broadened my activities and teaching skills through professional development with ISW and I started PIDP courses along with using the learning outcomes more explicitly, breaking up lecture into smaller parts, using a wider array of classroom assessment techniques beyond question and answer and working toward using clarifying language that communicates the importance of concepts as well as making difficult concepts accessible for students

 So what should I do to fit adult education’s values of active learner engagement and problem-center with immediate application in my classroom?

According to my students’ feedback, students need to draw more analogies to connect with the material to understand it, and are required to compare idea to things we experience in everyday life and have games like matching game and labeling diagram and so on with immediate application of knowledge learned.

Gathering all feedbacks and researches together encourage me specifically try more activity in class and more practice as I used to spend a great amount of time for reading the power points and lecturing, in future, I will try to convey the knowledge by having all the students reflect by incorporating activities for the class to use the study tools, also I ought to develop a curriculum that is more problem-centered that also include problem-center practice tests for exam preparing… I feel that I will bring a unique experience to my future program, with experience and stories that are very problem-center for students, so looking to find the opportunity to create my own classroom by preparing the tools and tangible materials that can be solved in many different ways depending on the initial identification of the problem and may have more than one solution.

                                                      References

Merriam, S.B., Caffarella, R.S., Baumgartner, L.M. (2007) Learning in Adulthood: A       Comprehensive Guide. (3rd ed.). Sanfransisco: Jossey-Bass.

Peterson, R. F., & Treagust, D. F. (1997). Learning to Teach Primary Science through Problem-Based Learning. Science Education, 82, 215-237.

 Hung, W. (2013). Problem-based learning: A learning environment for enhancing learning transfer. New Directions for Adult & Continuing Education, 2013(137), 27-38. doi:10.1002/ace.20042