Describe how to use the consciousness-experience-reflection learning process loop to maximize aging adults’ engaged motivation. o Describe how to use the consciousness-experience-reflection learning process loop to maximize aging adults’ cognition.

Applying the Cognitive Process Loop
Overview
The subject of the 2006 volume of New Directions for Adult and Continuing Education is the neuroscience of adult learning, but each chapter addresses the topic from a slightly different perspective. This is especially true with Chapters 5–9, in which the emphasis is on application. The three underlying themes make a process loop that facilitates adult learning: consciousness of what one knows and does not know; experience (prior experience that helped form the existing knowledge base or new experiences that help expand the knowledge base); and solidifying new knowledge through reflection and integration.
Instructions
You are teaching a course (your choice of subject) for adult learners of varying ages—your youngest learner is 27, and the eldest is 74.
Describe how you would use your knowledge of the consciousness-experience-reflection learning process loop and of aging cognition to design learning activities for your class that would facilitate maximum learning for everyone. Describe the factors you need to take into consideration. Be certain to reference theories and concepts to support your decisions. In developing your written assignment, you should present at least one well-developed paragraph for each of the conclusions and at least two paragraphs that discuss the reasons for contradictory research. Include an introduction and conclusion.
Your assignment will be graded according to the following scoring guide criteria:
o Describe how to use the consciousness-experience-reflection learning process loop to maximize aging adults’ engaged motivation.
o Describe how to use the consciousness-experience-reflection learning process loop to maximize aging adults’ cognition.
o Apply principles of effective communication, including writing competently for the intended purpose​.
Additional Requirements
o APA formatting: Format your paper according to current APA style and format.
o References: Support your assertions with references to current, scholarly resources. You may use your text as a supplementary resource.

Readings
Use the Capella library to complete the following readings, which describe the application of neurobiology to education:
o Caine, G., & Caine, R. N. (2006). Meaningful learning and the executive functions of the brain. New Directions for Adult & Continuing Education, 2006(110), 53–61.
o Johnson, S. (2006). The neuroscience of the mentor-learner relationship. New Directions For Adult & Continuing Education, 2006(110), 63–69.
o Sheckley, B. G., & Bell, S. (2006). Experience, consciousness, and learning: Implications for instruction. New Directions For Adult & Continuing Education, 2006(110), 43–52.
o Taylor, K. (2006). Brain function and adult learning: Implications for practice. New Directions For Adult & Continuing Education, 2006(110), 71–85.
o Wolfe, P. (2006). The role of meaning and emotion in learning. New Directions For Adult & Continuing Education, 2006(110), 35–41.


 

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