Planning Instruction for Adult Learners. Second Edition.

Autor/in	Cranton, Patricia
Titel	Planning Instruction for Adult Learners. Second Edition.
Quelle	(2000), (242 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	1-895131-20-0
Schlagwörter	Leitfaden; Adult Development; Adult Education; Adult Learning; Adult Students; Behavioral Objectives; Classroom Techniques; Curriculum Evaluation; Data Analysis; Definitions; Developmental Stages; Educational Experience; Educational Practices; Educational Theories; Evaluation Methods; Experiential Learning; Independent Study; Instructional Development; Instructional Materials; Learning Processes; Learning Theories; Lifelong Learning; Media Selection; Personality Traits; Prior Learning; Program Evaluation; Student Characteristics; Student Evaluation; Teacher Evaluation; Teaching Methods; Theory Practice Relationship + Suchen Sie Ihr Suchwort? Erwachsenwerden; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adulte education; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Klassenführung; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Auswertung; Begriffsbestimmung; Bildungserfahrung; Bildungspraxis; Educational theory; Theory of education; Bildungstheorie; Experiental learning; Erfahrungsorientiertes Lernen; Selbststudium; Teaching improvement; Unterrichtsentwicklung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Learning process; Lernprozess; Learning theory; Lerntheorie; Life-long learning; Lebenslanges Lernen; Medienwahl; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Vorkenntnisse; Programme evaluation; Programmevaluation; Schulnote; Studentische Bewertung; Teacher appraisal; Lehrerbeurteilung; Teaching method; Lehrmethode; Unterrichtsmethode; Theorie-Praxis-Beziehung
Abstract	This book integrates what is known about how adults learn and the principles of instructional design into a practical, yet theoretically based guide for planning instruction. The following are among the specific topics discussed: (1) the theoretical framework of instructional design in adult education (lifelong and experiential learning; democratic values in adult education; education as empowerment; andragogy; self-directed learning; behaviorism and the hierarchy of learning; humanist views on learning, learning throughout the different developmental stages; transformative learning); (2) adult learners (general characteristics of adult learners; prior experience, educational background, and demographics; cognitive style; multiple intelligences and emotional intelligence; learning style; developmental stage; psychological type); (3) objectives (uses of objectives; concerns about objectives; how to write objectives; domains of learning; levels of learning; objectives and the adult learner); (4) sequencing learning experiences; (5) selecting materials (matching materials to objectives; considering student characteristics and preferences in selecting materials; considering context in selecting materials); (6) evaluating learning (general approaches to the evaluation of learning; (7) selecting evaluation techniques; planning a grading system; (8) designing evaluation techniques); and (9) evaluating instruction (planning for evaluating instruction; techniques for collecting information; setting criteria for the evaluation; collecting and interpreting information; teaching portfolios). (Contains 93 references.)(MN)
Anmerkungen	Wall & Emerson, Inc., Six O'Connor Drive, Toronto, Ontario, M4K 2K1 CANADA ($19.50). Tel: 416-467-8685; Tel: 877-409-4601 (Toll Free); Fax: 416-352-5368; E-mail: wall@wallbooks.com; Web site: http://www.wallbooks.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC