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Andragogy: Teaching Adults Sue A. Davis 4/20/2017 Sue A. Davis

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Presentation on theme: "Andragogy: Teaching Adults Sue A. Davis 4/20/2017 Sue A. Davis"— Presentation transcript:

1 Andragogy: Teaching Adults Sue A. Davis 4/20/2017 Sue A. Davis

2 Sue A. Davis 4/20/2017 Andragogy Part of being an effective facilitator involves understanding how adults best learn. Along with children and teens, adults have special needs and requirements as learners. Sue A. Davis 4/20/2017 Sue A. Davis

3 Sue A. Davis 4/20/2017 Andragogy Malcolm Knowles pioneered the field of adult learning and identified several characteristics of adult learners. Over time, we have come to realize that 4 of the 5 characteristics represent how children best learn. Sue A. Davis 4/20/2017 Sue A. Davis

4 Thus, “Andragogy” has come to mean …
Sue A. Davis 4/20/2017 Thus, “Andragogy” has come to mean … Self-directed learning. Sue A. Davis 4/20/2017 Sue A. Davis

5 Andragogy Adult learners are volunteers.
Sue A. Davis 4/20/2017 Andragogy Adult learners are volunteers. Generally, nothing has compelled the adult to participate in the learning activity; there is often no compulsion involved when teaching adults. Adults tend to seek out learning opportunities. For adults, learning is a means to an end. 4/20/2017 Sue A. Davis Sue A. Davis

6 Andragogy Pedagogy Demands of learning Role of instructor
Sue A. Davis 4/20/2017 Andragogy Pedagogy Demands of learning Learner must balance life responsibilities with the demands of learning. Learner can devote more time to the demands of learning because responsibilities are minimal. Role of instructor Learners are autonomous and self-directed. Teachers guide the learners to their own knowledge rather than supplying everything for them. Learners rely on the instructor to direct the learning. Fact-based lecture is often the mode of knowledge transmission. Life experiences Learners have a tremendous amount of life experiences. They need to connect their learning to their knowledge base. They must recognize the value of the learning. Learners are building a knowledge base and must be shown how their life experiences connect with the present learning. Purpose for learning Learners are goal oriented and know for what they are learning new information. Learners often see no reason for taking a particular course. They just know they have to learn the new information. Permanence of learning Learning is self-initiated and tends to last a long time. Learning is compulsory and tends to disappear shortly after instruction. Sue A. Davis 4/20/2017 Sue A. Davis

7 Adults are AUTONOMOUS and SELF-DIRECTED
Sue A. Davis 4/20/2017 Adults are AUTONOMOUS and SELF-DIRECTED Facilitators should: Ask for participants’ perspectives; Design projects that reflect their interests; Provide participants opportunities to assume responsibility for group leadership; Guide participants to their own knowledge rather than supplying them with facts; and Show participants how activity will help them reach their goals. ALL ASSUMPTIONS Life Experiences connect meaning structures (age, ability, culture, goals) educational levels personal identities learning resources Tend to be pragmatic, improve performance, backseat to jobs & families Formal Learning / Adult Ed Adult learners: are volunteers, believe school is important; feel embarrassed about return learning with younger learners negative about own abilities negative about teachers and schools Sue A. Davis 4/20/2017 Sue A. Davis

8 Sue A. Davis Adults have accumulated a foundation of LIFE EXPERIENCES and KNOWLEDGE. 4/20/2017 Facilitators should: Draw out participants’ experience and knowledge which is relevant to the topic; Relate theories and concepts to the participants and recognize the value of experience in learning. Adult learners need to: direct themselves (Authentic assignments) need to give perspective instructors are facilitators of learners not talking heads need to connect learning to work-related activities, families & prior knowledge instructors should relate theories & concepts to participants’ background know goal they want to attain organize with clearly defined goals and objectives must see the reason for learning applicable, related and reflect personal interests focus on use for practical purposes Must be shown respect instructors acknowledge the wealth of experiences, treat as equals in experience and given opportunity to voice opinions Sue A. Davis 4/20/2017 Sue A. Davis

9 Adults are GOAL-ORIENTED.
Sue A. Davis 4/20/2017 Adults are GOAL-ORIENTED. Facilitators should: Provide a program that is organized and has clearly defined elements. Show how the activity will help the participants attain their goals. Share goals and objectives early and often. Adult learners need to: Sue A. Davis 4/20/2017 Sue A. Davis

10 Adults are RELEVANCY-ORIENTED.
Sue A. Davis 4/20/2017 Adults are RELEVANCY-ORIENTED. Facilitators should: Assist participants in seeing a reason for learning or doing the goals and objectives of the activity. Relate the learning to their work or other responsibilities of value to them. Compare theories and concepts to a setting familiar to participants. Provide for choice whenever possible. Adults come into many learning situations with a degree of skepticism. Sue A. Davis 4/20/2017 Sue A. Davis

11 Adults are PRACTICAL. Facilitators should
Sue A. Davis 4/20/2017 Adults are PRACTICAL. Facilitators should Focus on aspects of the lesson most useful to their work. (They may not be interested in knowledge for its own sake). Sue A. Davis 4/20/2017 Sue A. Davis

12 Adult learners need to be RESPECTED…
Sue A. Davis 4/20/2017 Adult learners need to be RESPECTED… … as do ALL learners. Facilitators must acknowledge the wealth of experiences that adult participants bring to the activity. These adults should be treated as equals in experience and knowledge and allowed to voice their opinions freely. Sue A. Davis 4/20/2017 Sue A. Davis

13 Motivating the ADULT LEARNER
Sue A. Davis 4/20/2017 Motivating the ADULT LEARNER Six Factors Serve as Sources of Motivation for Adult Learners Social Relationships: to make new friends, to meet a need for associations and friendships Six factor serve as sources of motivation for adult learning new friends (learning is a socially interactive process) fulfill expectations or recommendations from someone or somewhere (seven years to masters, promotions, better job, etc.) serve mankind, community, ability higher job status, prof. Advancement, competition relieve boredom, break in routine learn for sake of learning, knowledge for its own sake & inquiry Sue A. Davis 4/20/2017 Sue A. Davis

14 Motivating the ADULT LEARNER
Sue A. Davis 4/20/2017 Motivating the ADULT LEARNER Six Factors Serve as Sources of Motivation for Adult Learners 2.External Expectations: to comply with instructions from someone else; to fulfill the expectations or recommendations of someone with formal authority. Sue A. Davis 4/20/2017 Sue A. Davis

15 Motivating the ADULT LEARNER
Sue A. Davis 4/20/2017 Motivating the ADULT LEARNER Six Factors Serve as Sources of Motivation for Adult Learners 3. Social Welfare To improve ability to serve mankind, prepare for services to the community, and improve ability to participate in community work. Sue A. Davis 4/20/2017 Sue A. Davis

16 Motivating the ADULT LEARNER
Sue A. Davis 4/20/2017 Motivating the ADULT LEARNER Six Factors Serve as Sources of Motivation for Adult Learners 4. Personal Advancement To achieve higher status in a job, secure professional advancement, and stay abreast of competitors Sue A. Davis 4/20/2017 Sue A. Davis

17 Motivating the ADULT LEARNER
Sue A. Davis 4/20/2017 Motivating the ADULT LEARNER Six Factors Serve as Sources of Motivation for Adult Learners 5. Escape / Stimulation To relieve boredom, provide a break in the routine of home or work, and provide a contrast to other exacting details of life. Sue A. Davis 4/20/2017 Sue A. Davis

18 Motivating the ADULT LEARNER
Sue A. Davis 4/20/2017 Motivating the ADULT LEARNER Six Factors Serve as Sources of Motivation for Adult Learners 6. Cognitive interest To learn for the sake of learning, seek knowledge for its own sake, and to satisfy an inquiring mind. Sue A. Davis 4/20/2017 Sue A. Davis

19 Barriers Against Participation
Sue A. Davis 4/20/2017 Barriers Against Participation Lack of … …time …money …confidence …interest …information Sue A. Davis 4/20/2017 Sue A. Davis

20 Motivation vs. Barriers
Sue A. Davis 4/20/2017 Motivation vs. Barriers Enhance reasons for enrolling Identify what prevents learning individually Demonstrate the relationship between training & promotion Licensing Promotion Job enrichment Learn new skills Job changes directives Adult learners must balance responsibilities against demands of learning barriers become lack of time money confidence interest red tape transportation & child care Sue A. Davis 4/20/2017 Sue A. Davis

21 Motivation to Learn Life Changing events Learning opportunities
Sue A. Davis 4/20/2017 Motivation to Learn Life Changing events Learning opportunities Related to trigger Cope with transition Means to an end Maintain self-esteem Marriage, divorce, new job, promotion, being fired, losing a loved one, moving are triggers for seeking learning experiences Cope with changes through engagement in learning directly related to life changing events Sue A. Davis 4/20/2017 Sue A. Davis

22 Effective Instructors
Sue A. Davis 4/20/2017 Effective Instructors Motivation Set tone for lessons Set appropriate level of concern Set appropriate level of difficulty Reinforcement Retention Transference Association Similarity Degree Critical attributes Instructors know that learning is a continual process People learn at different speeds natural to be nervous & anxious learning results from a stimulation of the senses Multiple Intelligences & Learning styles provide feedback, rewards, elicit interest Reinforcement is both negative and positive Retention links to prior knowledge, interpretation and application Transference is to use in a different setting Sue A. Davis 4/20/2017 Sue A. Davis

23 Curriculum Design Focus on application Integrate new with old
Sue A. Davis 4/20/2017 Curriculum Design Focus on application Integrate new with old Forces re-evaluation Conceptual overlap More accurate Take errors personally Less interested in survey courses prefer single concept, theory Use the new information Evaluate conflicts Avoid fast paced, complex and unusual learning that interfere with teaching & learning Use less trial and error ventures some instruction must effect change in belief Sue A. Davis 4/20/2017 Sue A. Davis

24 Self-directed learning does not mean learning in isolation.
Sue A. Davis 4/20/2017 Self-directed learning does not mean learning in isolation. Self-directed projects involve other people, multiple resources, and modes of presentation. Sue A. Davis 4/20/2017 Sue A. Davis

25 Classroom Strategies Lecture with practice Safe for risk-taking
Sue A. Davis 4/20/2017 Classroom Strategies Lecture with practice Safe for risk-taking Clear expectations Rich discussion Eclectic approach Problem oriented, personalized Personal responsibility Sue A. Davis 4/20/2017 Sue A. Davis

26 The Strategic Seven Pacing Active involvement Feedback
Sue A. Davis 4/20/2017 The Strategic Seven Safe and supported Creativity Accepted & respected Self-directed learning Pacing Active involvement Feedback Sue A. Davis 4/20/2017 Sue A. Davis

27 Sue A. Davis 4/20/2017 Malcolm Knowles Adults learn best when both students and facilitator have fun It is exhilarating to REALLY learn. Sue A. Davis 4/20/2017 Sue A. Davis

28 > do not consider their audience and don’t let them share;
Sue A. Davis 4/20/2017 Facilitators who > do not consider their audience and don’t let them share; > ignore their objectives and don’t fully prepare; > don’t make it practical, work-related, and real -- may end up here. Sue A. Davis 4/20/2017 Sue A. Davis

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