举个例子，有一天教一群合格的护理学生攻读更高的学位，最小的20岁出头，最大的50岁。我要求对采用的各种教学方式进行反馈，并要求对所教的每一个元素进行匿名评分。这一天包括各种各样的报告，测验式论文，小组作业和学生报告。我将晚些时候重新考虑这些结果在本文探索人的不同的方式学习但是我试图建立理论如果年纪大的学生可以更好的了解更多的说教的方法教育因为内部模式在早期风格的教学中遇到与当前的更为多样化性质的教学过程遇到了年轻的学生吗?反馈显示，尽管这一群体很享受学习过程，但被雇佣者似乎比其他人更讨人喜欢。对这一反馈的进一步考虑表明，班里年龄较大的学生更喜欢坐着听一种更有说教意味的教学方式，喜欢小组作业和个人研究，而不喜欢年轻学生。罗杰斯试图解释成年人接受教育的不同方式，并将其分为三类。(罗杰斯，2002年)这些类别都列有我自己参与教育的例子。
新西兰护理学论文代写:护理学生
An example of this is a day teaching a class of Qualified Nursing Students studying towards a higher degree, the youngest in her early twenties and the oldest in her fifties. I requested feedback on the various teaching styles employed and asked for an anonymous score for each element taught. The day consisted of a variety of Presentations, Quiz style papers, group work and student presentations. I will revisit these results later in this paper while exploring the different ways in which people learn but I am attempting to theorise if older students may be better acquainted with more didactic approaches to education because of internal schemas made in earlier styles of teaching encountered in contrast to the more diverse nature of current teaching process's encountered by younger students? The feedback shows that although the group enjoyed the learning process, the employed seemed to please some more than others. A further consideration of this feedback shows that the older members of the class preferred to sit and listen to a constructed more didactic approach liking the group work and personal research less than the younger students.Rogers seeks to explain different ways adults engage in Education and places them into three categories'. (Rogers, A 2002) These categories' are listed with examples of my own educational involvement.
