ADULT LEARNING

COMPETENCY OBJECTIVES 1.Recognize characteristics of adult learning and learning styles 2.Develop a model for a mutually responsive and effective learning environment

ADULT LEARNING LITERATURE Adults have specific learning needs (Knowles, Malcolm, 1975; Zemke, Ron and Susan, 1984; Hill, Lloydene F. 1999)

ADULT LEARNING THEORIES self-direction learning through experience being motivated by what students perceive to have real value and applicability occurs in a friendly, informal climate Malcolm Knowles (1975)

A motivation to learn from life situations A connection to self- esteem and pleasure A preference to be self- directed, use more than one medium for learning, and a desire to control pace A need for acceptance of viewpoints for different developmental life stages and value sets Ron and Susan Zemke (1984)

Pedagogical learning: dependent upon teaching, external motivation Andragogical learning: self-disciplined, bring experience to learning, free to learn what is relevant Lloydene F. Hill (1999)

People do exhibit learning style preferences (Dunn and Dunn, 1992; Pitts, Joseph, 2009) LEARNING STYLES LITERATURE

LEARNING STYLE THEORIES Learning styles refer to different ways individuals receive & process information Learning styles differ among individuals, societal groups and cultures Several models are identified to illustrate different ways of thinking about learning

VAK (VARK) (1920’s) Fernald, Keller, Orton, Gillingham, Stillman and Montessori V – Visual: seen, observed A – Auditory: heard words, sounds R – Reading: written words K – Kinesthetic: touching, doing

Linguistic Intelligence Musical Intelligence Logical- Mathematica l Intelligence Interpersonal lntelligence Intrapersona l Intelligence Spatial Intelligence Bodily- Kinestheti c Howard Gardner’s Multiple Intelligences

EXPERIENTIAL LEARNING THEORY (1984) David Kolb’s learning theory identifies four learning style preferences 1. Concrete experiences (feeling) 2. Observations and reflections (watching) 3. Abstract concepts (thinking) 4. Actively tested (doing)

Matching teaching to learning style preferences is not significant to student achievement (Sparks, Richard L., 2006; Pashler, Harold; McDaniel, Mark; Rohrer, Doug; Bjork, Robert, 2009) Meaning assists memory retention (Sparks, Richard L., 2006) LEARNING STYLES LITERATURE

A responsive relationship between field instructor and student may enhance learning versus dominant-subordinate or superior-substandard (Miller, Jean Baker, 1976; Kohl, Herbert, 1991; Merson, Martha, 1994) Developing Your Model

Herbert Kohl (1991) “I won’t Learn From You” Learn how not to learn willful rejection of teaching not a student failure struggle with authority issue of pride and integrity Free choice in learning resist racism passive defense to preserve identify daydrea m to shut out teacher Martha Merson (1994) “Can We Learn From You?” Applies Kohl’s principles to adult learning – fears, struggles with authority, loyalties, resistance

Relationship Differences Commonalities Knowledge Learning Needs Competencies Values Identities Uniqueness Learning Styles Theoretical Framework Considerations for Adult Learning in Field Education