Self-directed Learning: A Guide for Learners and TeachersCambridge Adult Education, 1975 - 135 Seiten This book includes many techniques for designing a learning environment of mutual trust between learner and facilitator (the teacher), diagnosing needs, and evaluating programs. |
Inhalt
Orientation | 7 |
PART IITHE TEACHER | 29 |
General | 59 |
Urheberrecht | |
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A-level ability Adult Education adult learning Andragogy answer appropriate area of inquiry assessment Association Press assumptions attitudes behavior cation competencies required concept consultation content area course creative criteria and means describe develop directed learning elab EVALUATION EVALUATOR evidence of accomplishment example feedback feel helpee helper human ideas identified Inquiry Project inquiry teams inquiry units instructor kinds knowledge Knowles learners learning contract learning experience learning needs learning objectives learning plan Learning Resource learning strategies Low High material matura ment needs for learning Number observer organize participants Pedagogy peers person Practice of Adult proactive problems questions rating scales relevant required competencies resource for learning Resource H resources and strategies responsibility self-concept self-diagnosis self-diagnostic session sheet simulation games skills sources specified suggest syllabus task task analysis teacher teaching tion tive triads types understanding validate VALLEY LIBRARY