C&S563--Class #3 Adult Learning and the Social Realities of Teaching

Malcolm Knowles (1980, 1984) Adults tend to be self-directing. Adults have a rich reservoir of experience that can serve as a resource for learning. Adult readiness is tied to their need to know or do something; therefore, they tend to have a life-, task-, or problem-centered orientation to learning (not subject matter). Adults are motivated to learn because of internal or intrinsic factors.

Andragogy The art and science of helping adults learn. Malcolm Knowles, 1970

Pedagogy Vs. Andragogy: Assumptions

Pedagogy Vs. Andragogy: Process Elements

Assumptions to Be Made Adults need to know why they need to learn something. Adults need to learn experientially. Adults approach learning as problem-solving. Adults learn best when the topic has immediate value. Adults view learning as an active process in the construction of meaning.

Instructors should be prepared: Establish an environment, physically and psychologically, conducive to learning. Establish an environment of mutual respect among all participants. Emphasize collaborative modes of learning. Emphasize that learning is pleasant. Establish an atmosphere of mutual trust. Offer to be supportive.

To be committed must feel they contributed to planning. Involve learners in assessment of their learning needs. Encourage learners to formulate their own learning objectives. Encourage learners to identify resources and to devise strategies for using these resources to accomplish their objectives. Help learners carry out their learning plans. Involve learners in the evaluation of their learning.

Social Realities of Teaching (Lieberman & Miller)

Nature of Teaching 1. Style is personalized. –2 missions: cognitive and affective –Individual vs. group –To blend the two becomes the professional id. 2. Rewards are derived from students. –Intrinsic rewards (Lortie) –Not immediate

3. Teaching & learning links are uncertain. –Endemic uncertainties (Lortie) 4. Knowledge base is weak. –Researchers vs. practitioners –Action research and inquiry –Qualitative research

5. Goals are vague & often conflicting. –Too many goals –Rarely set goals together 6. Control norms are necessary. –Building manager vs.instructional leader

7. Professional support is lacking. –“sink or swim” 8. Teaching is an art. –Messy, circular, personal, reinvented –Craft pride

9. Teaching promotes individualism. –Individuality: good –Individualism: bad 10. Schools are balkanized. –Departmentalized, marginalized –Territorial, protect interests

Contrived Collegiality Administratively imposed –Time, place, reason to meet, and should lead to COLLABORATION BUT –If trying to strip away individuality or if there is no shared belief, will never get past contrived.

Dailiness of Teaching Rhythms –Classroom is teacher’s world based on time and space. Routine is good; don’t break routine. Rules –Practical (tacit knowledge, immediate implications) –Private (don’t brag; don’t look weak)

Interactions –Elementary: the kids –Secondary: content is medium –Peers: non-instructional –Principal: reciprocal or tenuous Feelings –Lack of confidence; uncertainty –Control: in classroom vs. outside it

Implications for Staff Development: It is culture binding It is teacher inquiry into practice It is about human development and learning for both students and teachers. It is a craft.