Effective Instructor Reflection

Topics: Developmental psychology, Senescence, Gerontology Pages: 7 (1853 words) Published: March 15, 2014

Abstract
When discussing the fundamental principles of adult education it is important to understand what adult development is. Adult development describes how adults age through the biological, psychological, sociocultural and cognitive means. It is important to be knowledgeable that the adult learner has their own style of learning. As adult educators it is our purpose to clearly understand this in adult learners in order to support the adult learner and their potential to advance. In this analysis I will describe what is needed in a course to meet the needs of a community college credit bearing course that will include 35 students. Of these 35 students their age range will be from 17 to 70 learners that all have individual learning styles and varied life styles. The four principles of adult education will be discussed in order to address the varied areas of development. There Are Four Fundamental Principles of Adult Education

These principles consist of the principles of biological aging, the psychological changes that occur, the sociocultural influences in society, and the cognitive means that include understanding more than one principle applies to each individual in learning. Biological Principle

The biological perspective acknowledges the role of nature in our development. It recognizes that “we are physical beings” and that change in our physical being can be driven by natural aging, the environment, our own health habits or by an accident or disease process” (Clark & Caffarella, 1999, P. 5) The Biological principle describes aging and how it is a fact of life when referring to this principle it describes the process of the physical and biological changes that will occur over the years. Although life expectancy has increased the human life span, usually given as 110 to 120 years, has not changed. Rather, our increased longevity stems from overcoming some of the problems related to secondary aging-aging that occurs due to “the … changes that are the result of disease, health habits or environmental influences” (Bee & Bjorkland, 2004, p. 60). According to this it goes to mention that changes do not always occur with everyone in the same way. Some individuals have better health than others and there are reasons for the differences. These medical conditions can be prevented while aging, it is a life choice and some conditions cannot. There are also physical changes that can affect learning, such as eyesight as we get older changes, hearing changes and these changes can create a difficulty in learning. With this in working with older students it would be wise another of the principle of biological perspectives include race as well, such as ethnic challenges that have an impact on longevity. In a study of three hundred thousand Medicare patients, research completed with Black disparities. In a study of three hundred thousand Medicare patients, research with Black patients found that they received different treatment than whites (Schneider, Zaslavsky, & Epstein, 2002). There are a variety of age related disorders that must be recognized by the educator in order to fully enhance the students learning. Therefore in summary of the biological principle it seems that with the age factor older individuals may have more of a difficult time in learning due to aging process. Race also is a challenge for individuals in determining the type of health care individuals receives which makes it difficult for better health and continued learning. Unfortunately aging is going to happen and it is important for us as to be knowledgeable in the differences between the 17 year old learner and the 70 year old learner and not subscribe to one principle. Also ensure that learning environment is going to benefit the adult learner. Psychological Principle

This principle describes the individual’s internal process of development that is usually the focus on adult development. This principle discusses the...
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