Malcolm Knowles Adult Learning Theory

Right when we heard those life changing words, “He has diabetes,” we knew our lives, especially Billy’s, had changed. My mom started calling my dad to meet them at DuPont and my grandparents to watch my brother, Matt, and me. When we got home, my mom started rushing around the house making sure she had enough stuff for the hospital for that night. Billy, who was eight years old, had

A patient is referred to the medical center by a physician after which the doctor, patient, and pharmacist collaborate the best option for a successful health plan. The American Association of Diabetes Educators (AADE) came up with a framework to generate an ideal practice of Diabetes Self-Management Training (DSMT). The process was an interactive and collaborative one that convoluted a patient with a diabetic educator(s). “The steps of the procedure were comprised of assessing an individual’s educational needs, determining one’s self-management goals, educational and behavioral intervention, and evaluating the progress of a patient” (Shane-McWhorter, 2005). The educational behaviors that have been identified as essential to living a healthy lifestyle are called the AADE7TM. The behaviors include: healthy eating, physical activity, medication taking, monitoring, problem solving, healthy coping, and reducing risks. Pharmacists and their patients then set accomplishable goals based on those practices and after determined time periods evaluate the patients’ progress (Shane-McWhorter, n.d.).

For the purpose of this lesson, the educator will provide education on diabetes mellitus based on Adult Learning Theory and Information Processing. While allowing for a variety of teaching strategies and support for innovation change, the information contained in the curriculum framework is intended to serve as a guide for the educator (Neidorf, 2012). This class will introduce the learner to glucose monitoring devices, how to take his or her blood glucose,

With this type of teaching method there is more opportunity to communicate more effectively, have adequate feedback and develop a better understanding of Ms. Jones needs. The delivery of information is specifically designed for an individual by using one to one instruction (Bastable, 2014). One on one method is a way to evaluate Ms. Jones ability to perform procedures for glucose monitoring, ensure that she has knowledge about treatment and prevention of hypoglycemia and the relationship between medication administration and blood glucose control. All of this can be completed by having the diabetic educator spend an hour with Ms. Jones prior to discharge. Additional outpatient education is recommended and set up to continue with self-care management. One on one method can provide an important starting point in understanding the difficulties Ms. Jones may have had in the past in her attempts to manage, monitor and to prevent complications of her diabetes. According to Bastable, (2014) people learn better in an environment that is supportive and comfortable. One way to evaluate Ms. Jones is to have her verbalize knowledge of healthy eating, physical activity and blood sugar

I agree with your idea. Adult learners want to depend on themselves during nursing practice and use their concepts or knowledge in the clinical setting. However, as long as they are learners, they need practical advice from their instructor. Certainly, the theory might provide relevant information about clinical setting, but if adult students do not apply that knowledge and concepts in the clinical setting, they do not know that theory is positive or negative. Its necessary adult learners obtain new information about nursing education because adult learners will help and teach community or society in the future. Of course, if the learners wish to learn, they can learn. For instance, when I worked in the intensive care unit, I saw

Schooling is one aspect that keeps appearing in each one of my adult life phase chapters. My parents were a huge influence on me continuing in education. My dad was the driving force since he would constantly tell me how important an education is to a person. He used himself as an example since he never even made it to the high school level. He always stated that having a high school and college degree will open doors and opportunities for people to be successful. Furthermore, I saw how hard he worked at his blue collar job for over 40 hours a week on a little bit above minimum wage. Thus, the drive for me was to be better than my father. That is one of the reasons I'm trying to obtain my doctoral degree.

Malcolm Knowles invented the theory of adult learning, which is a theory of different types of learning for adults. ("Mastering Subjects", n.d.) Cognitive Strategies, or theories, stress the mental organization of information. (Shuell, 1986.) Depending on the type of learner you are, will dictate which cognitive strategies you should use to learn new information. Based on the course work required we believe that these three cognitive theories, Cognitive Learning, Motivation, and Scaffolds would work for a student in learning Health Care Administration.

Mrs. Graves is a middle school educator who has been teaching in a seventh and eighth grade special education resource program for two years; she provides support in subjects such as English and Mathematics. Additionally, Mrs. Graves is ahead of a “Study Skills” period where she has a window of opportunity to teach students how to better prepare themselves with school work such as: organizing notes, studying for tests, and gaining the main ideas of textbook chapters. However, it seems that each year Mrs. Graves teaches this class period she finds herself unhappy with the outcome of how it is managed. Mrs. Graves says that she wants this time to be used to help her students learn basic study skills that can help them in all their classes. Instead, the class

I have read a few articles on “Adult Learning Styles.” The one that stood out the most was “Motivation and Adult Learning.” Motivation can come from different factors. In my case I am motivated due to wanting a better job and making a better life for my family. “Motivation is hard to understand” (Arends, 1994). Understanding my motivation and goals are what I am using to keep me focused and striving for a Higher Education. Knowing the “bigger picture” will keep me moving forward and therefore continue to make me do my best; especially knowing I have it in my grasp.

While in the general education classroom, she works on grade-level material if possible. When this information is too difficult, she does alternative, more meaningful tasks that are still related to the topic at hand. To illustrate, in math, she has begun using a calculator to solve two-digit addition and subtraction problems. By doing this, she has begun to learn a life skill that will help her succeed, even outside of school. Meaningful changes to the content and material have been made for her in areas other than math as

analysis of Malcolm X, portrayed by actor Denzel Washington from the film “Malcolm X”. The

Adults and children learn in a very similar manner, but the difference between the two is there self-concept of relying on oneself as an adult compared to learning through and from others as a child (Knowles, 1980). Concepts such as preferred learning style and relationships are a crucial factor for both adults and children, and this claim lays true to the adult learning theory of how adult learners retain and present information in most only how they develop and build on relationships with students and colleagues. There are four concepts of Andragogy they can influence the effectiveness of building strong relationships, learning new material, and presenting information to others on and off the job (Knowles, 1980). Self-concept, building upon experiences, preparing oneself to learn, and applying and orchestrating

Chapter five states the individual learning enhancing. It also list categories on how group work helps the individual. Chapter six states the twelve basic principles and practices for effective adult learning. it also about immediacy, which is a tool from the learning needs and resources assessment.

I enjoy this class and it was a pleasure having you as my instructor. This class have help me to have a better understanding of the concept of being an adult learner. I could use this class in the future once I get to work with juveniles and explain them all the theories and concepts involved in the process of being an adult learner. I could use this class if I ever become a trainer to help other adults to have a better understanding on how our attitude and personality can impact others.

The Adult Learning Theory by Malcolm Knowles discusses strategies for adult learning and is based on the understanding that adults require certain considerations to learn effectively (Knowles, 1990). Knowles? Adult Learning Theory is based on six assumptions of the adult learner (See Appendix A). For optimal learning to occur, the following are necessary: ?(1) a need to know, (2) a responsibility for one?s own learning, (3) the role of experience as a resource for one?s learning, (4) a readiness or applicability of the information to one?s life situation (5) motivation to learn and (6) problem-centered learning with real-life problems? (Knowles, 1990; Mitchell & Courtney, 2005). Knowles (1990) suggested that adult learning and readiness to learn are influenced by developmental tasks. According to Knowles (1990), adults learn best when there is a perceived need for information. Adults have a need to be self-directed often deciding what they want to learn. For learning to occur, the patient first needs to know why they must learn something. Therefore, the nurse must ensure that the patient understands their underlying diagnosis prior to teaching. When adult learners have control over the timing and direction of the learning process, the learning experience is enhanced (Russell, 2006). Knowles (1990) also stated adults need individualization of learning strategies. Adult