Andragogy: Welcoming Adult Learners and their Experiences

Lisa A. Sheldon, MS, M.EdGreenfield Community College

Teaching, Learning and Student Development ConferenceApril 5, 2013

It’s not just about age….What makes adult learners different?Life stageTime commitmentsMaturityPrior academic experiences impact approach to

learningAcademic goals and needsCareer focus and personal fulfillmentSocial comfort in the classroomTechnological skill and comfort…and more

What is andragogy?The practice of teaching adults using specific

strategies to:Meet their needs as learnersHonor their preferences for teaching and

learning styleMake use of their prior learning and experiencesBuild skills that solve “real world” problemsSpeak to adult levels of maturity and

independenceCapitalize on internal motivation

What is andragogy?http://www.youtube.com/watch?

v=vLoPiHUZbEw

Why use Andragogy?Builds strong learning communitiesResponds to the needs of adult learnersRespectful of students’:

TimeGoalsLearning needs

Readies younger students for future challenges

Develops learning and life skillsRedistributes responsibility for learning

Andragogy’s Core Principles1. Learner’s Need to Know2. Self-concept of the Learner3. Prior Learning Experience4. Readiness to Learn5. Orientation to Learning6. Motivation to LearnKnowles, Holton & Swanson (2011)

Learner’s Need to Know

Learner’s Need to KnowPedagogyDictated by teachers

and the stateCurriculum

AndragogyFocused on real world

problems Opportunity to solve

problems and reach goals

Goal: For instructors to:

Build connectionsPromote application

Learner’s Need to KnowHow can instructors honor this andragogical principle?

Help learners identify life-problems resulting from their learning needs

Help learners clarify their own aspirationsRaising awareness of need for learning

Careers, life skills, performance & life improvementMake a case for learningExposure to new ideas and fresh perspectivesExplain why certain things are taughtProvide learning objectives for all assignments

Learner’s self concept

Learner’s Self ConceptPedagogyDependent

personalityTeacher is leader

AndragogyIncreasingly independentSelf-reliantSelf-directed

Goal: For instructors to:

Promote independenceShare leadershipBuild community

Learner’s Self ConceptHow can instructors honor this andragogical principle?

Create a culture of self-direction and independence.

Promote student leadership opportunities in the classroom.

Seek to build relationships of trust, respect and cooperation between learners.

Since adults are self-directed, instruction should allow learners to discover things for themselves, providing guidance and help when mistakes are made.

Prior Learning Experience

Prior Learning ExperiencePedagogyA foundation for

future learning

AndragogyA resource for learning for:

SelfOthers

Goal: For instructors to:

Promote sharingActivate prior learning and

experienceUnderstand how previous

academic experience shapes current learning and behavior

Prior Learning Experience How can instructors honor this andragogical principle?Communicate value in experience.Help learners exploit their own experiences.Provide opportunities for sharing experiences

as they relate to learning.Examine previous academic experiences and

watch for blocks to current learning.Instruction should be task-oriented instead of

memorization -- learning activities should be in the context of common tasks to be performed.

Readiness to learn… and do

Readiness to Learn…and doPedagogyDictated by:

TeacherCurriculumState

AndragogyDevelops from life

tasks and problems

Goal: For instructors to:

Build the class with students

Offer options (when possible)

Readiness to Learn…and do How can instructors honor this andragogical principle?

Instruction should take into account the wide range of different backgrounds of learners.

Learning materials and activities should allow for different levels and types of previous experience.

Motivation

MotivationPedagogyExternal rewardsPunishments

AndragogyInternal incentivesSome external motivatorsCuriosityProblem-solving

Goal:For instructors to:

Learn what motivates their students

Tap into that motivationStoke that motivation

MotivationHow can instructors honor this andragogical principle?

Ask why students are enrolled and what they need to learn.

Watch for potential blocks:Negative self-conceptDoubtInaccessibility to opportunities or resourcesTime constraintsPrograms and classes that violate principles of

adult learning

Orientation toward Learning

Orientation toward learningPedagogySubject-centered

AndragogyTask or problem centeredLife-centered

Goal:For instructors to:

Link learning with life goals and opportunities to solve problems

Make it relevant and timely!

Orientation toward LearningHow can instructors honor this andragogical principle?

Adults are most interested in learning subjects that have immediate relevance to their job or personal life.

Adult learning is problem-centered rather than content-oriented.

What activities and strategies enhance your learning?

Can these be applied to your classroom?

Andragogical principles in the classroomCore Adult Learning Principles (Knowles, Holton & Swanson, 2011; Merriam &

Brockett, 2007)

1. Learner’s Need to Know= Relevant & Meaningful Objectives2. Self-concept of the Learner= Trust, Preferences & Flexibility3. Prior Learning Experience= Sharing, Chunking & Scaffolding 4. Readiness to Learn= Preparation & Clarity5. Orientation to Learning= Objective-oriented Lessons6. Motivation to Learn= Engagement & Personal Development

Applying Andragogical principlesClass set upFirst day of class:

Applies to both online & traditional classrooms Class introductions help to create community Discuss the direction they would like the class to

take Discuss class set-up and assessments Provide choice when possible

Goal: Get students involved in their own instruction

Applying Andragogical principlesCourse administrationOn going

Manage challenges from multiple perspectives Ask for feedback Continue to get to know your students as both

learners and people

Goal: Get students involved in their own instruction

Applying Andragogical principlesCourse management & work strategiesWork and knowledge building

Draw on student experiences Present and solve “real world” problems Share learning objectives for each assignment Create meaningful work (avoid busy work) Use ACTIVE LEARNING strategies when possible

Helpful strategies include:Case studies, role playing , simulations & self-evaluation

Goal: Partner with students to create a valuable class experience

and help them meet individual educational goals

Applying Andragogical principlesProblem-solving with adult studentsStrategies to consider

Offer multiple assessment strategies Recognize students who are struggling Reach out (often more than once) Ask questions and listen to the answers

Goal: Engagement! Persistence! Dedication!

Applying Andragogical principlesCreating CommunityStrategies to consider

Provide opportunities for students to be experts Design activities that recall experience

Goal: Engagement! Persistence! Dedication!

References:Jarvis, P. (2011) Adult Education and Lifelong Learning: Theory and Practice.

London. Routledge

Knowles, M.S., Holton, E.F., & Swanson, R.A. (2005). The Adult Learner. Oxford, UK: Butterworth-Heinemann.

Merriam, S.B. & Brockett, R.G. (2007) The Profession and Practice of Adult Education: An introduction. San Francisco, CA: Jossey-Bass, Wiley & Sons.

Photo credits: Runner in blocks: http://www.guardian.co.uk/public-leaders-network/2012/nov/20/best-practice-exchange-introduction Confident man: http://timemanagementninja.com/2012/07/10-reasons-why-confidence-leads-to-success/ Woman in library: http://chronicle.com/article/Where-Life-Earns-Credit-/64618 Need to know: http://blog.shamrockfinancial.com/blog/bid/92875/The-3-8-Obamacare-Tax-What-You-Need-to-Know Adults at computer: http://www.uakron.edu/adults/ Orientation: http://www.allfivesenses.com/what-we-do/navigation-courses/map-compass/the-three-navigators/ Man out walking: http://www.geograph.org.uk/photo/2876721