Adult Learning

1. Andragogy: what is it? 2. The Six Core Assumptions of the Adult

Learner 3. Review Assumptions4. Resources

What is andragogy? What’s so special about how adults learn?

• andragogy is the art and science of helping adults to learn

• emphasis is on the learner• the voluntary nature is cornerstone• a relatively new field• previously, little research and writing about adult

learning • focus has shifted

Andragogy vs. Pedagogy

• pedagogy is the art and science of teaching children

• teacher directed

• pedagogy emphasis on the subject

• basis of the American educational system

Malcolm Knowles/Adult Learning

• father of andragogy

• adult learning vs. andragogy

• provides a framework

• creates a context

• the individual vs. generalizations

Core Assumptions of the Adult Learner

1. The Need to Know2. The Learner’s Self Concept/Self Directed

Learning3. The Role of the Learner’s Experience4. Readiness to Learn5. Orientation to Learning6. Motivation

The Need to Know• adults need to know why they need to learn something before they

undertake to learn it

How What Why

What can I do?

needs assessment clear & realistic preview of the program topics clearly defined roles expected outcomes daily schedule

• adults want to be responsible for their own decisions and actions

• adults want to take ownership for their learning but……

• structured learning environment = back to school

The Learner’s Self Concept:

The Learner’s Self Concept:

treat me like an adult….

SOMETIMES!• self-directed learning is situational dependent

The Learner’s Self Concept:

What can I do? clarify expectations provide more choices and involvement instructional style collaborative learning environment learner sets his/her own goals & objectives provide feedback welcome mistakes

The Learner’s Experience

• adults bring great and varied life experiences & knowledge to their learning

• experience is who they are

• reject my experience = reject me

• strongly established feelings & memories of past learning

The Learner’s Experience

all prior experience affects learning

help hindrance

• like a puzzle piece• positive consequences

• it’s filtered• negative consequences

relate information to prior knowledge

• analogies

• mnemonics (ABCD, acronyms), enumeration

• recall experience

When Experience Helps:

As we accumulate experience, we tend to develop mental habits, biases & presuppositions that tend to close our minds to new ideas, fresh perspectives & alternative ways of thinking. (Knowles, 2005, p.66)

•information that conflicts with prior knowledge is learned more slowly•resistance•restructuring

How Experience Hinders:

The Learner’s Experience

What can I do?provide access to info prior to learninganchor individualize instructional strategies tap into experience group discussionspeer activitiessimulation exercisesprovide familiar context

Readiness to Learn:

adults become ready to learn those things they need to know in order to cope

• specific learning needs are generated by real life events

• learning experiences need to coincide with where the adult is at that point in their life

• adults have fundamentally different needs for assistance (direction vs. support)

Readiness to Learn:

What can I do?

survey the learners for realistic & practical needs before, during & after the program

realistic situations or simulated situations

tailor the support/direction given based on individual needs

create a relaxed & informal atmosphere

facilitator/instructor responsible for affective environment

Orientation to Learning and Problem Solving

W.I.F.M.W.I.F.M.

• “How does what I’m learning apply to my life?”

• “I want to apply this RIGHT NOW!”

• “Let me figure it out.”

• “Let me set my own goals.”

Orientation to Learning and

Problem Solving

What can I do? learner sets own goals provide learning opportunities that allow for problem

solving allow for immediate application of learning learning needs to be contextual and focus on

experiential learning encourage reflection allow the learner to evaluate their own progress

Motivation

• primarily internal

• excited to learn anything that helps them understand or improve

• prefer learning that helps them solve problems or interests them

• show me the improvement!

Motivation

Motivation to learn is the sum of 4 factors:

1. Success

2. Volition

3. Value

4. Enjoyment

MotivationWhat can I do?

provide choices when possible

create a safe environment

feedback

make the learning authentic & experiential

allow the learner to influence timing and pace

provide access to relevant resources

clearly state objectives at the beginning of the learning session

allow the learner to evaluate their own progress

Review- 6 Core Assumptions of the Adult Learner:

1. Why learn?

2. I’m a responsible learner…?

3. Experience-yes please!

4. “It’s my life, it’s now or never….”

5. Let me figure it out.

6. Show me the improvement!

RESOURCES

• The Adult Learner. Malcolm S. Knowles, Elwood F. Holton III, Richard A. Swanson 2005

• Learning to Listen, Learning to Teach: The Power of Dialogue in Educating Adults. Jane Vella, 2003

• Beyond Instruction. William J. Rothwell, Peter S. Cookson, 1997

• Classroom Instruction That Works. Robert J. Marzano, Debra J. Pickering, Jane E. Pollock, 2001

• From Telling to Teaching. Joye A. Norris, 2003

• How to Teach so Students Remember. Marilee Sprenger, 2005

RESOURCES

• http://media.wiley.com/product_data/excerpt/50/07645598/0764559850.pdf

• http://scholar.lib.vt.edu/ejournals/JOTS/Summer-Fall-2000/holmes.html

• http://www.mtecp.org/pdfs/30%20Characteristics%20of%20Adult%20Learners%20docx.pdf

• http://www.infed.org/thinkers/et-knowl.htm

• http://www.qotfc.edu.au (The Clinical Educator’s Resource Kit)

• http://honolulu.hawaii.edu/tlc/tutor%20training/ANDRAGOGY.HTM (Andragogy: Appreciating the Characteristics of the Adult Learner)

• 30 Things We Know For Sure About Adult Learning. Rob & Susan Zemke Innovation Abstracts Vol VI, No 8, March 9, 1984

• Principles of Adult Learning. Stephen Lieb, VISION, Fall 1991