The main idea of relationship in learning is that if the individuals within the learning environment are connected the learning of individuals is more helpful. Within the idea of relationship in learning there are different "knowings" for individuals. These "knowings" or "knowers" each have unique tendencies that they follow. At the beginning of chapter 8, MacKeracher (2004) states, "I decided on 'Relationship in Learning' because my students have convinced me that very little learning occurs without relationship of some sort.
Emotions in learning: Second Choice
Emotions in learning plays a factor in multiple ways. According to MacKeracher (2004), "The energy mobilized through arousal can be channelled equally well into learning and ultimately into success and satisfaction or into increasing anxiety, distress, and resistance to learning" (pg. 126). The energy that is received from emotions, whether positive or negative can affect an individual and their learning, it can also affect their motivation to want to learn.
Learning Process:
According to the MacKeracher in the chapter on Cycles in learning, the learning process has different learning cycles that individuals believe in. The overall process of learning is to acquire new understanding, knowledge, behaviors, skills, values, attitudes, and preferences. The learning process could happen without an individual even realizing that it is occurring.
Brain and Mind:
The brain and mind are an important part of our learning. According to MacKeracher (2004), When we speak of the mind, we are speaking about the collective cognitive processes and constructs that we use for learning,..." While "when we speak of the brain, we are speaking of the physical structure and the physiology of the human nervous system" (pg. 92). The brain needs the mind for its cognitive process, but we would not have this process if we did not have the physical structure of the brain. The care of the brain and mind are important to understand.
References
MacKeracher, D. (2004). Making sense of adult learning (2nd ed.). Toronto: University of Toronto Press.
Relationships with others is an important part of the learning process and directly impacts the learning experience. MacKeracher (2004) states that “mostly we do our daily learning in relationships” (p. 151). A positive relationship between teacher and student will result in a meaningful and open learning experience and a negative relationship can result in increased stress and the need to self-protect (p.152).
Learning Styles (Second Choice)
Learning styles are the way that a person prefers to learn or process information. This includes auditory, visual, or sensory styles of learning. Since everyone learns differently, it is important to provide content that is applicable to all types of learners.
Learning Process
Learning process is the process to acquire new knowledge, skills, and experience. MacKeracher (2004) describes this process as cyclical where “knowledge, skills, and values learned in one cycle are recycled and revised through subsequent cycles” (p.53).
Emotions and Learning
Emotions and learning impact the productivity of a learner. According to MacKeracher (2004), increased stress levels can cause a person to withdraw from learning and decrease motivation. Lowering stress and anxiety will help learners be more productive and increase motivation (p.125-126).
References:
MacKeracher, D. (2004). Making Sense of Adult Learning (2nd ed.). Toronto: University of Toronto Press.
Relationship with others (first choice): Relationship is woven into learning from the time we are born. According to our textbook, relationships have the ability to connect the knowledge gained from our past to the material that is being presented. As humans we have a longing to develop connections with others and are able to learn from one another when those connections are made.
Spirit and Soul (second choice): Learning is personal and one's beliefs or worldview perspective is factored into that experience. According to MacKeracher, "the experience of soul is inward looking and allows the individual to find inner completeness, integrity, and serenity; the experience of spirit is outward looking and allows the individual to connect to relationships and realities beyond the immediacy of body and mind" (p. 172).
Environment and context: Learning extends beyond the individual and includes the environment that has been created and the context presented. Learning is not limited to an actual classroom as it has the ability to occur in a variety of environments. MacKeracher (2004) alludes to the fact that "invisible contexts surround us" (p. 192). Culture, technology, ergonomics, epistemology, assumptions, and "real-life" environment are all factors when learning.
Emotions and learning: "Learning involves the arousal and energy deployment system of the human body" (p. 123). Emotions are key in driving our motive to process information and learn. On the other hand they have the ability to interfere with learning and generate obstacles.
Reference MacKeracher, D. (2004). Making sense of adult learning (2nd ed.). Toronto: University of Toronto Press.
Relationship in Learning: First choice
ReplyDeleteThe main idea of relationship in learning is that if the individuals within the learning environment are connected the learning of individuals is more helpful. Within the idea of relationship in learning there are different "knowings" for individuals. These "knowings" or "knowers" each have unique tendencies that they follow. At the beginning of chapter 8, MacKeracher (2004) states, "I decided on 'Relationship in Learning' because my students have convinced me that very little learning occurs without relationship of some sort.
Emotions in learning: Second Choice
Emotions in learning plays a factor in multiple ways. According to MacKeracher (2004), "The energy mobilized through arousal can be channelled equally well into learning and ultimately into success and satisfaction or into increasing anxiety, distress, and resistance to learning" (pg. 126). The energy that is received from emotions, whether positive or negative can affect an individual and their learning, it can also affect their motivation to want to learn.
Learning Process:
According to the MacKeracher in the chapter on Cycles in learning, the learning process has different learning cycles that individuals believe in. The overall process of learning is to acquire new understanding, knowledge, behaviors, skills, values, attitudes, and preferences. The learning process could happen without an individual even realizing that it is occurring.
Brain and Mind:
The brain and mind are an important part of our learning. According to MacKeracher (2004), When we speak of the mind, we are speaking about the collective cognitive processes and constructs that we use for learning,..." While "when we speak of the brain, we are speaking of the physical structure and the physiology of the human nervous system" (pg. 92). The brain needs the mind for its cognitive process, but we would not have this process if we did not have the physical structure of the brain. The care of the brain and mind are important to understand.
References
MacKeracher, D. (2004). Making sense of adult learning (2nd ed.). Toronto: University of Toronto Press.
Relationships with others (First Choice)
ReplyDeleteRelationships with others is an important part of the learning process and directly impacts the learning experience. MacKeracher (2004) states that “mostly we do our daily learning in relationships” (p. 151). A positive relationship between teacher and student will result in a meaningful and open learning experience and a negative relationship can result in increased stress and the need to self-protect (p.152).
Learning Styles (Second Choice)
Learning styles are the way that a person prefers to learn or process information. This includes auditory, visual, or sensory styles of learning. Since everyone learns differently, it is important to provide content that is applicable to all types of learners.
Learning Process
Learning process is the process to acquire new knowledge, skills, and experience. MacKeracher (2004) describes this process as cyclical where “knowledge, skills, and values learned in one cycle are recycled and revised through subsequent cycles” (p.53).
Emotions and Learning
Emotions and learning impact the productivity of a learner. According to MacKeracher (2004), increased stress levels can cause a person to withdraw from learning and decrease motivation. Lowering stress and anxiety will help learners be more productive and increase motivation (p.125-126).
References:
MacKeracher, D. (2004). Making Sense of Adult Learning (2nd ed.). Toronto: University of Toronto Press.
Relationship with others (first choice): Relationship is woven into learning from the time we are born. According to our textbook, relationships have the ability to connect the knowledge gained from our past to the material that is being presented. As humans we have a longing to develop connections with others and are able to learn from one another when those connections are made.
ReplyDeleteSpirit and Soul (second choice): Learning is personal and one's beliefs or worldview perspective is factored into that experience. According to MacKeracher, "the experience of soul is inward looking and allows the individual to find inner completeness, integrity, and serenity; the experience of spirit is outward looking and allows the individual to connect to relationships and realities beyond the immediacy of body and mind" (p. 172).
Environment and context: Learning extends beyond the individual and includes the environment that has been created and the context presented. Learning is not limited to an actual classroom as it has the ability to occur in a variety of environments. MacKeracher (2004) alludes to the fact that "invisible contexts surround us" (p. 192). Culture, technology, ergonomics, epistemology, assumptions, and "real-life" environment are all factors when learning.
Emotions and learning: "Learning involves the arousal and energy deployment system of the human body" (p. 123). Emotions are key in driving our motive to process information and learn. On the other hand they have the ability to interfere with learning and generate obstacles.
Reference
MacKeracher, D. (2004). Making sense of adult learning (2nd ed.). Toronto: University of Toronto Press.