Adult Learning Theory

Tammy MorrisED638 Curriculum and Instructional

LeadershipSeptember 19, 2012

Pedagogy & AndragogyPedagogy Andragogy

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 Knowles Marcia Speck

2nd half of 20th century (60’s – 90’s)

1995 - 2005

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)

KnowlesCharacteristics 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 learners2. Set the climate– Physical– Psychological

3. Involve learners in mutual planning4. 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 Developme

nt

Young Learners

Day-to-Day Dealings with All

(Climate)

Project-Based

Learning

Strengths & Weaknesses

Strengths Weaknesses

Defined set of

steps for learning

Theory or Assumptio

ns or Model?

Tried & True

Adults & Children

ReferencesAGPA P-16 Adult Learning Theory. (n.d.). Akron Global Polymer Academy. Retrieved September 13, 2012, from http:// agpa.uakron.edu/p16/prof-dev.php?id=adultlearningAdult Learning Theory. (n.d.). Learning Point Associates Home. Retrieved September 15, 2012, from http://www.ncrel.org/ sdrs/areas/issues/methods/technlgy/te10lk12.htmHenschke, J. A. (2010, April 6). Studies in Andragogy and Adult Education. University of Missouri-St. Louis. Retrieved September 18, 2012, from http://www.umsl.edu/~henschkej/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 http://furcs.flinders.edu.au/education/postgrad/clinicaled/HLED9105/modules/mod02.htmReischmann, J. (2004, September 9). Andragogy Homepage for Adult Education Specialists. Andragogy Homepage for Adult Education Specialists. Retrieved September 15, 2012, from http://www.andragogy.netRoss, W. (n.d.). Mentoring and Tutoring Online Learners: Personal Reflections: National Implications. National Forum Journals. Retrieved September 14, 2012, from www.nationalforum.com/Electronic%20Journal%20Volumes/Ross,%20William %20Mentoring%20and%20Tutoring%20Online%20Learners%20-%203-30-08%20-%20FOCUS.pdfSmith, M. K. (n.d.). Malcolm Knowles, informal adult education, self-direction and andragogy . contents @ the informal education homepage. Retrieved September 18, 2012, from http://www.infed.org/thinkers/et-knowl.htmSpeck, M. (1996). Best practice in professional development for sustained educational change. ERS Spectrum, Spring, 33-41.

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