Learning in Adulthood

There are five theoretical orientations of learning: behaviorist, humanist, cognitivist, social learning, and critical reflection (Goldie, 2016). The one that aligns closely with my philosophical approach to teaching and learning is humanist theory.  The theory provides that the learner’s impact determines how the teacher will teach based on his perceived needs and values (Goldie, 2016). Humanist teaching involves experimental learning where teachers act more as facilitators to students as opposed to educators. In humanist, problem solving is the main approach to learning where educators emphasize on the need to think critically.  Solving problems is more valuable than installing knowledge or facts. The humanist theory stems from the foundation belief that the education process must align to meet the needs of the students instead of emphasizing on conformity of students to meet the needs of the learning process. As such, humanist approach caters for the students according to their ability and pace.

Sociocultural approach to learning provides for important contributions that the society makes when it comes to individual development (Goldie, 2016). As such, as an educators, the theory stresses on the relationship between developing people as well as the society in which they live. Theory is also looks into human learning as mainly a social process hence, as an educator, it is essential to create more instructional practices to bridge the achievement gap (Goldie, 2016). In the classroom setting, teachers may first access students for them to understand their current level of skills. After ascertaining this, educators can create a module for instructions that looks into the abilities and limits of each child. Initially, it is critical to assist the students but with time, their proximal developmental zone will expand. As a result, this will assist the teachers to move the students progressively according to the goals they achieve.

References

Goldie, J. G. S. (2016). Connectivism: A knowledge learning theory for the digital age?. Medical 

teacher, 38(10), 1064-1069.