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Andragogy:

Teaching Adults

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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.

Andragogy

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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.

Andragogy

Self-directed learning.Self-directed learning.

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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.

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Andragogy

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.

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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.

Adults are AUTONOMOUS and SELF-DIRECTED

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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.

Adults have accumulated a foundation of LIFE EXPERIENCES and KNOWLEDGE.

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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.

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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.

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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).

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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.

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Motivating the ADULT LEARNERSix Factors Serve as Sources of

Motivation for Adult Learners

1.Social Relationships:

to make new friends, to meet a need for associations and friendships

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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.

Motivating the ADULT LEARNER

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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.

Motivating the ADULT LEARNER

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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

Motivating the ADULT LEARNER

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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.

Motivating the ADULT LEARNER

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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.

Motivating the ADULT LEARNER

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Barriers Against Participation

•Lack of …

•…time

•…money

•…confidence

•…interest

•…information

Enhance reasons for enrolling

Identify what prevents learning individually

Demonstrate the relationship between training & promotion

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Motivation vs. Barriers

Licensing Promotion Job enrichment Learn new skills Job changes directives

Life Changing events◦ Learning

opportunities◦ Related to trigger◦ Cope with transition◦ Means to an end◦ Maintain self-esteem

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Motivation◦ Set tone for lessons◦ Set appropriate level of concern◦ Set appropriate level of difficulty

Reinforcement Retention Transference

◦ Association◦ Similarity◦ Degree◦ Critical attributes

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Focus on application Integrate new with old Forces re-evaluation Conceptual overlap More accurate Take errors personally

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Self-directed learning does not mean learning in

isolation.

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Lecture with practice Safe for risk-taking Clear expectations Rich discussion Eclectic approach Problem oriented, personalized Personal responsibility

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Safe and supported

Creativity Accepted &

respected Self-directed

learning

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Pacing Active

involvement Feedback

Adults learn best when both students and facilitator have

fun . . . It is exhilarating to REALLY learn.

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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.may end up here.

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