I need help in writing a 8-10 page paper on the Adult Learning Theories: Comparing, Contrasting, and Applying
Can you help me write this paper on Adult Learning Theories: Comparing, Contrasting, and Applying .. Please follow the full instructions … & Rubric is attached
Instructions – Adult Learning Theories
This assignment has two components. Organize your paper using the following as section headings.
Analysis
· Compare and contrast adult learning theories and practices.
· These include andragogy, self-directed, transformative, problem-based, and experiential learning.
· Describe how you understand neuroplasticity as it relates to andragogy, self-directed, transformative, problem-based, and experiential learning.
· Describe the use of discussion in self-directed, transformative, problem-based, and experiential learning.
· Consider how discussion, as presented by Brookfield, functions within each of the adult learning theories.
· Evaluate the use of adult learning theories and practices in varied adult learning environments.
· Describe the advantages, disadvantages, and best practices of the adult learning instructional approaches listed.
· Describe the formal, informal, and nonformal learning environments in which adult learning takes place.
Application
· Apply the principles of experiential learning to change an adult learning activity.
· Think of a course you are teaching. How could you incorporate experiential learning into one of the units? (Remember that problem-based learning is a specific form of experiential learning.)
· Describe the unit and which part you would replace with an experiential learning activity, and then describe the experiential component and how you would envision it working. If you are not teaching, imagine a course that you have taken in the past.
· Describe the effects you would expect the incorporation of experiential learning to have on neuroplastic development in your learners.
Additional Requirements
· References: Support your assertions with references to current, scholarly resources. You may use your texts as additional references.
· Written communication: Written communication is free of errors that detract from the overall message.
· APA formatting: Resources and citations are formatted according to current
APA style and formatting
guidelines.
· Length: 8–9 typed, double-spaced pages, including cover and reference pages.
· Font and font size: Times New Roman, 12 point.
Learning Theories: Comparing, Contrasting, and Applying Scoring Guide
|
CRITERIA |
NON-PERFORMANCE |
BASIC |
PROFICIENT |
DISTINGUISHED |
|
Compare and contrast andragogy, self-directed, transformative, problem-based, and experiential learning. |
Does not outline the similarities and differences between andragogy, self-directed, transformative, problem-based, and experiential learning. |
Outlines the similarities and differences between andragogy, self-directed, transformative, problem-based, and experiential learning. |
Describes the similarities and differences between andragogy, self-directed, transformative, problem-based, and experiential learning. |
Analyzes the similarities and differences between andragogy, self-directed, transformative, problem-based, and experiential learning, using comparative examples. |
|
Describe neuroplasticity as it relates to andragogy, self-directed, transformative, problem-based, and experiential learning. |
Does not outline neuroplasticity as it relates to andragogy, self-directed, transformative, problem-based, and experiential learning. |
Outlines neuroplasticity as it relates to andragogy, self-directed, transformative, problem-based, and experiential learning. |
Describes neuroplasticity as it relates to andragogy, self-directed, transformative, problem-based, and experiential learning. |
Analyzes neuroplasticity as it relates to andragogy, self-directed, transformative, problem-based, and experiential learning, using comparative examples. |
|
Describe the use of discussion in self-directed, transformative, problem-based, and experiential learning. |
Does not outline the use of discussion in self-directed, transformative, problem-based, and experiential learning. |
Outlines the use of discussion in self-directed, transformative, problem-based, and experiential learning. |
Describes the use of discussion in self-directed, transformative, problem-based, and experiential learning. |
Analyzes the use of discussion in self-directed, transformative, problem-based, and experiential learning, using comparative examples. |
|
Describe the advantages, disadvantages, and best practices of the adult learning instructional approaches listed. |
Does not outline the advantages, disadvantages, and best practices of the adult learning instructional approaches listed. |
Outlines the advantages, disadvantages, and best practices of the adult learning instructional approaches listed. |
Describes the advantages, disadvantages, and best practices of the adult learning instructional approaches listed. |
Analyzes the advantages, disadvantages, and best practices of the adult learning instructional approaches listed, using comparative examples. |
|
Describe the formal, informal, and nonformal learning environments in which adult learning takes place. |
Does not outline the formal, informal, and nonformal learning environments in which adult learning takes place. |
Outlines the formal, informal, and nonformal learning environments in which adult learning takes place. |
Describes the formal, informal, and nonformal learning environments in which adult learning takes place. |
Analyzes the formal, informal, and nonformal learning environments in which adult learning takes place, using comparative examples. |
|
Describe the application of experiential learning to change an adult learning activity. |
Does not outline application of experiential learning to change an adult learning activity. |
Outlines application of experiential learning to change an adult learning activity. |
Describes application of experiential learning to change an adult learning activity. |
Analyzes application of experiential learning to change an adult learning activity, using examples. |
|
Apply principles of effective communication, including writing competently for the intended purpose. |
Does not apply principles of effective communication, including writing competently for the intended purpose. |
Inconsistently applies principles of effective communication, including writing competently for the intended |
Applies principles of effective communication, including writing competently for the intended purpose. |
Applies principles of effective communication, including writing competently for the intended purpose, with |