Adult Learning Theory Tammy Morris ED638 Curriculum and Instructional Leadership September 19, 2012

Pedagogy & Andragogy PedagogyAndragogy The art or science of teaching (dictionary.com & Wikipedia) The methods or techniques used to teach adults (dictionary.com) Study of teaching methods, including the aims of education and the ways in which such goals may be achieved (Encyclopedia Britannica) The art and science of helping adults learn (Knowles) Sometimes referred to as the art of correct instruction (Wikipedia) Term’s first known use 1833 Sometimes referred to as the art or science of teaching children (Knowles) Malcolm Knowles introduced and used in United States in the 60’s

Adult Learning Theory Authors Malcolm KnowlesMarcia Speck 2 nd half of 20 th century (60’s – 90’s) How to Develop Better Leaders (1955)Best Practice in Professional Development for Sustained Educational Change (1996) The Adult Learner: A Neglected Species (1978) The Modern Practice of Adult Education: From Pedagogy to Andragogy (1986) The Making of an Adult Educator (1989)

Knowles Characteristics of Adult Learners Assumptions of the Andragogical Model Adults are autonomous.Adults need to know why they should learn something. Adults are self-Directed.Adults have a self-concept of being responsible for their own lives > need to be seen and treated by others as being capable of self-direction. Adults are goal- oriented. Adults come into learning with a great deal and different quality of experience. Adults are relevancy- oriented. Adults ready to learn what they need to know or be able to do for real-life situations. Adults are practical.Adults are life-centered in their orientation to learning. Adults need respect.Adults are responsive to some extrinsic motivators but more potent motivators are intrinsic.

Speck Important Points of Adult Learning Want to shape own learning. Commitment when goals & objectives are realistic & relevant. Need to see learning is related to day-to-day activities. Need direct, concrete experiences to apply learning in real work contexts. Resist learning activities they believe question their competence. Must be structured to provide support from peers and reduce fear of judgment during learning. Need feedback on how they are doing and the results of their efforts. Small-group activities enable learners to move beyond understanding to application, analysis, synthesis, and evaluation. Small-group activities provide an opportunity to share, reflect, and generalize their learning experiences. Come to learning with a wide range of previous experiences, knowledge, self- direction, interests, and competencies. Transfer of learning is not automatic and must be facilitated.

Importance for Classrooms Androgogical Process Design (Knowles) 1.Prepare the learners 2.Set the climate – Physical – Psychological 3.Involve learners in mutual planning 4.Involve learners in diagnosing their learning needs

Importance for Classrooms Androgogical Process Design (Knowles) 5. Involve learners in forming learning objectives 6. Involve learners in designing learning plans 7. Help learners carry out learning plans 8. Involve learners in evaluating their learning outcomes.

Importance for Schools and Stakeholders Respect for Humanity = Engaged and Increased Learning

Use in Our Classrooms & Schools Professional Development Young Learners Day-to-Day Dealings with All (Climate) Project- Based Learning

Strengths & Weaknesses StrengthsWeaknesses Defined set of steps for learning Theory or Assumptions or Model? Tried & True Adults & Children

References AGPA P-16 Adult Learning Theory. (n.d.). Akron Global Polymer Academy. Retrieved September 13, 2012, from agpa.uakron.edu/p16/prof-dev.php?id=adultlearning Adult Learning Theory. (n.d.). Learning Point Associates Home. Retrieved September 15, 2012, from sdrs/areas/issues/methods/technlgy/te10lk12.htmhttp:// Henschke, J. A. (2010, April 6). Studies in Andragogy and Adult Education. University of Missouri-St. Louis. Retrieved September 18, 2012, from Knowles, M. S. (1970). The modern practice of adult education; andragogy versus pedagogy,. New York: Association Press. Knowles, M. S. (1980). The modern practice of adult education: from pedagogy to andragogy (Rev. and Updated. ed.). Wilton, Conn.: Association Press ;. Knowles, M. S. (1989). The making of an adult educator: an autobiographical journey. San Francisco, Calif.: Jossey-Bass. Merriam, S. B., & Caffarella, R. S. (1991). Learning in adulthood: a comprehensive guide. San Francisco: Jossey-Bass. Module 2 - Principles of adult learning. (2005, October 7). Flinders University Rural Clinical School. Retrieved September 18, 2012, from Reischmann, J. (2004, September 9). Andragogy Homepage for Adult Education Specialists. Andragogy Homepage for Adult Education Specialists. Retrieved September 15, 2012, from Ross, W. (n.d.). Mentoring and Tutoring Online Learners: Personal Reflections: National Implications. National Forum Journals. Retrieved September 14, 2012, from %20Mentoring%20and%20Tutoring%20Online%20Learners%20-% %20-%20FOCUS.pdfwww.nationalforum.com/Electronic%20Journal%20Volumes/Ross,%20William Smith, M. K. (n.d.). Malcolm Knowles, informal adult education, self-direction and andragogy. the informal education homepage. Retrieved September 18, 2012, from Speck, M. (1996). Best practice in professional development for sustained educational change. ERS Spectrum, Spring, APA formatting by BibMe.org.