PLAGIARISM SCAN REPORT Date 2019-09-10 Words 404 Characters 2577 Exculde Url None Content Checked For Plagiarism Adult Learning Methods, Strategies and the Real World Student name Institution affiliation Date Adult learning is not as easy as it would be for young learners. It is challenging since is difficult to keep up with the learning process especially after returning to school after a long break. However, as a learner, I understand the importance and the link between the world and the learning process I engaged in. As a learning process, the adult learner is distinctively introduced into the system through introduction and orientation. As an adult learner, I was helped in adjusting into the college-level work as well as prepare for the potential problems that I was likely to encounter as an adult learner (Brockett, and Hiemstra, 2018). I was also prepared for the responsibility that I was expected to assume thus understanding what faculty members typically seek in good students. The teachers were good facilitators of the learning process. They created specific leaning needs in the learners through a different confrontation with the learners and seeking a solution to the problem. This course intends to provide the learners with an experience thus encouraging a reflection on it. The teachers also encourage independency where I had a chance to work at my speed and also make a choice in particular areas of study (Pollock, Jefferson, Wick, and Wick, 2015). I also had a chance to choose the model and style of study that suits me best and also chose from what I learned. The learning strategies also encouraged and empowered me as the leaner. The teacher did not decide to make decisions on the learners entirely by themselves. They shared the decision making roles with the leaners. They also ensured that the learning resources were shared equally. They also encouraged self-evaluation in graded sources the learners were involved in managing the learning environment (Dawley, and Dede, 2014). The teachers are keen enough to notice the flexibility since they ensured there was optimal provision for the differences in style, time, and the learning setting. References Brockett, R. G., & Hiemstra, R. (2018). Self-direction in adult learning: Perspectives on theory, research and practice. Routledge.Dawley, L., & Dede, C. (2014). Situated learning in virtual worlds and immersive simulations. In Handbook of research on educational communications and technology (pp. 723-734). Springer, New York, NY.Pollock, R. V., Jefferson, A. M., Wick, C. W., & Wick, C. (2015). The six disciplines of breakthrough learning. New Jersey: John Wiley & Sons, Inc. Matched Source Similarity 6% Title: ERIC - ED359423 - Self-Direction in Adult Learning: Perspectives... chapter 2 defines self-direction and offers a model to clarify the concept. three chapters in part ii examine critically the research literature on sel ...

1. PLAGIARISM SCAN REPORT
Date 2019-09-10
Words 404
Characters 2577
Exculde Url None
Content Checked For Plagiarism
Adult Learning Methods, Strategies and the Real World Student
name Institution affiliation Date Adult learning is not as easy as
it would be for
young learners. It is challenging since is difficult to keep up
with the learning process especially after returning to school
after a long break.
However, as a learner, I understand the importance and the link
between the world and the learning process I engaged in. As a
learning process,
the adult learner is distinctively introduced into the system
through introduction and orientation. As an adult learner, I was
helped in adjusting into
the college-level work as well as prepare for the potential
problems that I was likely to encounter as an adult learner
(Brockett, and Hiemstra,

2. 2018). I was also prepared for the responsibility that I was
expected to assume thus understanding what faculty members
typically seek in good
students. The teachers were good facilitators of the learning
process. They created specific leaning needs in the learners
through a different
confrontation with the learners and seeking a solution to the
problem. This course intends to provide the learners with an
experience thus
encouraging a reflection on it. The teachers also encourage
independency where I had a chance to work at my speed and
also make a choice in
particular areas of study (Pollock, Jefferson, Wick, and Wick,
2015). I also had a chance to choose the model and style of
study that suits me best
and also chose from what I learned. The learning strategies also
encouraged and empowered me as the leaner. The teacher did
not decide to
make decisions on the learners entirely by themselves. They
shared the decision making roles with the leaners. They also
ensured that the
learning resources were shared equally. They also encouraged
self-evaluation in graded sources the learners were involved in
managing the
learning environment (Dawley, and Dede, 2014). The teachers
are keen enough to notice the flexibility since they ensured
there was optimal

3. provision for the differences in style, time, and the learning
setting. References Brockett, R. G., & Hiemstra, R. (2018).
Self-direction in adult
learning: Perspectives on theory, research and practice.
Routledge.Dawley, L., & Dede, C. (2014). Situated
learning in virtual worlds and
immersive simulations. In Handbook of research on educational
communications and technology (pp. 723-734). Springer, New
York, NY.Pollock,
R. V., Jefferson, A. M., Wick, C. W., & Wick, C. (2015).
The six disciplines of breakthrough learning. New Jersey: John
Wiley & Sons,
Inc.
Matched Source
Similarity 6%
Title: ERIC - ED359423 - Self-Direction in Adult Learning:
Perspectives...
chapter 2 defines self-direction and offers a model to clarify the
concept. three chapters in part ii examine critically the research
literature on
self-direction.routledge series on theory and practice of adult
education in north america. brockett, ralph g.; hiemstra, roger.
https://eric.ed.gov/?id=ED359423
11%
Plagiarised

4. 89%
Unique
https://eric.ed.gov/?id=ED359423
https://eric.ed.gov/?id=ED359423
https://eric.ed.gov/?id=ED359423
Similarity 6%
Title: Facilitating Molecular Biology Teaching by Using... |
SpringerLink
in handbook of research on educational communications and
technology (pp. 723–734).theoretical perspectives influencing
the use of
information technology in teaching and learning. in
international handbook of information technology in primary
and secondary education (pp.
43–62).
https://link.springer.com/10.1007/s11528-018-0343-0
https://link.springer.com/10.1007/s11528-018-0343-0
https://link.springer.com/10.1007/s11528-018-0343-0
https://link.springer.com/10.1007/s11528-018-0343-0

5. Topic: Example: Dialectical Journal
Directions: Choose 5-10 Passages/Quotes from reading and
input 1 response to each passage. Responses
can include: Analysis (describe the various parts), Ask a
question, Interpreting (explain the meaning), Infer
(educated guess based on prior understanding), Reflecting,
Personal Connection (relates to self, world
events, book/movie/etc), Summarizing, Predicting. Number your
quotes and responses.
Passage or Quotation from the Text:
Example quote from text:
“The age when food finders became food makers”
Student Response:
Example response:
● Analysis: Describing the human transition
from hunter gatherers to farmers (humans
now produce/make food)
Student Handout f!I •
"XAVID
Decade• ofCollege Dream•
Vocabulary Awareness Chart •
Scan the title, subtitles, captions, reading aids, and first and last
paragraphs. Identify ten words D
that seem important (for instance, words that are essential to the
topic, content vocabulary, or key
concepts). Once you have identified these words, write them in

6. the "Word" column. Assess your •
~ own knowledge of each word by placing a check mark in the
column that best represents your
• understanding of each word. Use a dictionary to look up the
words you don't know. •
•
•
•
•
•
•
•
Know
Seen it;
No Definition or notes for those words
Word
it
don't
idea you do not know
know it
1.
2.

7. 3.
4.
5.
6.
7.
8.
9.
10.
Which of the above words were the most challenging? Why?
•
•
•
•
•
•
•
•
•
0
0
•
e
•
•

8. •
•
•
•
•
• .,
•
•
0
•
•
•
•
•
- I
7