Relationship between the learning theories and the learning domain(s)

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Relationship between the learning theories and the learning domain(s) by Mind Map: Relationship between the learning theories and the learning domain(s)

1. * On both Transformational and traditional learning require a expressive amount of work. * Giving and receiving feedback is important in both environments. * Assignments are a huge part of the learning experience on both methods. * The challenges and rewards can be the same in each environment. * Both require that students manage their time wisely. * Economical, political aspects and society in general plays a big role on both methods. * In the end, the social development goal is the same.

2. The similarities of teaching/training for transformation and traditional teaching/training method.

3. Assumptions about best practices on teaching/training for transformation, including reflections on your own personal, professional, and work experiences. Differences of teaching/training for transformation and traditional teaching/training methods.

4. The act of teaching for many years has gone through many barriers that for years has prevented society from advancing a little further, leaving aside the economic / social issue, today we have even more complex barriers. These barriers arise among a pile of information and theories that somehow contribute to the advancement of society, what is complex here, however, is the complicated decision: What is the best way? We know that in human life, the greatest certainty is that everything changes. And in a way education has been going through several transformations that are building what we know, this knowledge introduces us to the study of the education of change, its conception, objective and meaning is based on what Mezirow (1991) characterizes "constructivist, an orientation which holds that the way learners interpret and reinterpret their sense experience is, central to making meaning and hence learning”, this interprets the purpose of this segment, far beyond this, it also determines what society constantly lives through at all times.

5. From my personal view I see that, it can also represents the very characteristic from the adult form, because defines what we go through and what we want, its practice when linked to the real interests of the public in question can be a great success applicable in large processes of training and human development.

6. Differences of teaching/training for transformation and traditional teaching/training methods.

6.1. Is extremely important to differ what the traditional and transformational methods: * In the traditional the time is constant and the results varies, the transformational is complete the opposite. * Results expectation depends on grades on the traditional, while in the transformational all students should meet the standard results. * An important difference aspect is that the traditional works with a linear learning, and the transformational with the spiral. * The teacher presents facts and its own knowledge/interpretation about a subject with the traditional learning, in the transformational the learning process happens in the inquiry based along with new teaching methods. * The traditional focus on the whole subject, the transformational, on specific topics. * Traditional focus on lower-order thinking skills, the transformational on the higher. * The transformational learner is someone that engage themselves in process, watching and doing it, also known as concrete-abstract learner, the traditional learner is someone that learns by only watching, also known as abstract learner. * While the traditional usually works with short term memorization, the transformational works with the long-term. * In the traditional method the text-book is the way, the transformational focus on the curriculum based.

7. What I see over the years tells me the first step for an adult who wants greater learning, and its development, is to worry about his life and the way his knowledge is insufficient given his personal beliefs and desires. This act of bothering, by itself, already gives these people the awareness that their personal transformation depends on them, given this fact, I see that any development program, especially those that are concerned with portraying the transformation, have a very relevant acceptance, and this favorable factor helps a lot in understanding what to do in educational design and practice.