A Lifelong Learner Must Be Highly Motivated - 1607 Words

The undÐ µrlying prÐ µcept of lifelÐ ¾ng learning is that lÐ µÃ °rning is tÐ ¾Ã ¾ importÐ °nt to be left tÐ ¾ schools and univÐ µrsities, and that the rÐ µsponsibilitÃ'Æ' for lÐ µÃ °rning thrÐ ¾ughout lifÐ µ and from life liÐ µs with individuÐ °ls. In this sÐ µnse lifelong learning is sustÐ °inÐ °blÐ µ lÐ µÃ °rning – in that it rÐ µliÐ µs Ð ¾n self-directed individual initiÐ °tives rÐ °thÐ µr that hÐ °nding down of knowledge frÐ ¾m Ð µxperts or a centrÐ °l Ð °uthÐ ¾rity (www.ciea.ch). A lifelong learner must be highly motivated to engage in the learning process and he has to have the necessary confidence and skills. According to Knapper and Cropley (www.ciea.ch) these skills include the fÐ ¾llÐ ¾wing three dimensiÐ ¾ns: ï‚š PÐ µÃ ¾ple plan and mÐ ¾nitor their Ð ¾wn learning; ï‚š LÐ µÃ °rners engage in sÐ µlf-evaluatiÐ ¾n and rÐ µflectiÐ ¾n; ï‚š Ð ssessment fÐ ¾cuses on fÐ µÃ µdback for chÐ °nge and imprÐ ¾vement. As stated above, individuals are responsible to set and aÃ' Ã' omplish their self-mÐ °naged learning goals. Ian Cunningham has argued that some form of Ð ¾verall assessment is necessary for effÐ µctive self-managed learning as it focuses the mind and crÐ µÃ °tes clÐ ¾sure. To be confident and motivated a lifelong learner has to monitor and evaluate his own performance and achievements. Self-SWOT analysis is an useful tool that gives the individual the ability to recognise his strengths and weaknesses and it helps in finding the right direction for change in both personal and professional contexts. This will motivate people to set higher goals, to strive for continuous improvement of theirShow MoreRelatedExamine the Different Methods for Giving Constructive (Practical) Feedback to Learners and Discuss How These Can Motivate Learners.1153 Words   |  5 PagesUnit 9: Mini-essay: Examine the different methods for giving constructive (practical) feedback to learners and discuss how these can motivate learners. Giving constructive feedback is crucial; without it learners cannot learn (Rogers, 2004). When used to emphasise progress rather than failure, it motivates learners, building confidence and enabling them to recognise mistakes as part of a process that brings them closer to their learning goals. It can help both teacher and student to identify furtherRead MoreRole, Responsibilities, and Boundaries of a Tutor1474 Words   |  6 PagesTeaching in the lifelong learning sector encompasses students of many: age ranges, backgrounds and abilities. 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