2. Adult Learning Andragogy: what is it?
The Six Core Assumptions of the Adult Learner
Review Assumptions
Resources

3. 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

4. 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

5. Malcolm Knowles/Adult Learning
father of andragogy
adult learning vs. andragogy
provides a framework
creates a context
the individual vs. generalizations

6. Core Assumptions of the Adult Learner
The Need to Know
The Learner’s Self Concept/Self Directed Learning
The Role of the Learner’s Experience
Readiness to Learn
Orientation to Learning
Motivation

7. The Need to Know How What Why
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

8. The Learner’s Self Concept:
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

9. The Learner’s Self Concept:
treat me like an adult….
SOMETIMES!
self-directed learning is situational dependent

10. 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

11. 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

12. The Learner’s Experience
all prior experience affects learning
help
hindrance
like a puzzle piece
positive consequences
it’s filtered
negative consequences

13. When Experience Helps:
relate information to prior knowledge
analogies
mnemonics (ABCD, acronyms), enumeration
recall experience

14. How Experience Hinders:
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

15. The Learner’s Experience
What can I do?
provide access to info prior to learning
anchor
individualize instructional strategies
tap into experience
group discussions
peer activities
simulation exercises
provide familiar context

16. 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)

17. 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

18. Orientation to Learning and Problem Solving 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.”

19. 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

20. 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!

21. Motivation Motivation to learn is the sum of 4 factors: Success
Volition
Value
Enjoyment

22. Motivation What 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

23. Review- 6 Core Assumptions of the Adult Learner:
Why learn?
I’m a responsible learner…?
Experience-yes please!
“It’s my life, it’s now or never….”
Let me figure it out.
Show me the improvement!

24. 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

25. RESOURCES
(The Clinical Educator’s Resource Kit)
(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