Adult learning theroy
Tuesday, September 22 2015 @ 7:00 PM
Guest: Schalea Sanders – CEO Sanders Educational Consulting
Subject: How to Engage Your Audience to Enhance Learning
Schalea Sanders’s goal as CEO is to improve educational services within our communities by providing stakeholders with state-of-the-art instructional methods and corollary services.
An innovative educator with more than a decade of hands-on classroom experience, Sanders holds a post-grad degree in Educational Leadership; an MS in TESOL (PK –Adult); and a BA in Spanish, Language and Literature
The introduction of Common Core (CC) standards, diminishing resources and increasing number of English Language Learners have challenged our students, teachers and administrators like never before. Educational communities nationwide have demanded assistance. In 2014, Schalea Sanders provided that relief when she founded Sanders Educational Consulting (SEC).
From suicidal students to a school about to lose its accreditation, she finds the right solution. She is also a natural communicator, nurturing rich relationships every day through enthusiastic community participation and volunteer work. As a teacher and administrator, she successfully delivered the CC curriculum across the content areas, enriching and effectively managing those classroom and school environments.
Now she is making the strategies she developed—and more!—available to the educational community. Her SEC team works with educators and families.
Joan Divor can be reached at 302-685-8896
Ext 3018 email Schalea@secsanders.com and http://www.secsanders.com
Join Ronald and guest Schalea Sanders on Tuesday, September 22, 2015 at 7:00 PM to discover how she has made learning across all cultural boarders fun… again!
Cognitive Load Theory (CLT) is an instructional theory that starts from the idea that our working memory is limited with respect to the amount of information it can hold, and the number of operations it can perform on that information (Van Gerven et. al., 2003). That means a learner should be encouraged to use his or her limited working memory efficiently, especially when learning a difficult task (Van Gerven et. al., 2003). We need to recognize the role and the limitation of working memory to help develop quality instruction (Cooper, 1998). Thus, we as instructional designers need to find ways to help optimize the working memory. Hence, the key aspect of the theory is the relation between long-term memory and working memory, and how instructional materials interact with this cognitive system (Ayres, 2006).
Adult learning theory mainly focuses on how adults learn. It is based on the assumptions that adult learners focus more on the processes rather than contents. This is because adults bring in real life experiences to the learning environment. Thus, strategies like collaborative learning, role-play, simulations, case study and self-evaluations are useful to help facilitate adult learning.
Learn more here: