Understanding Adult Learning Theories

Understanding Adult Learning Theories

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Sheryl L. Berz College of Education, Grand Canyon University EDU-537: Leadership and Instructional Coaching November 22, 2023 Dr. Phillip Brown

Malcolm Knowles' Principles of Andragogy

• The six Andragogy Principles.
• How the principles apply to instructional coaching.
• Teaching strategies appropriate for teaching adult learners.
• Differences between andragogy and pedagogy and the significance on adult learning.
• Two andragogical stratagies that engage adult learners during coaching.

Six Principles of Andragogy How Adults Learn

Why do I need to learn this?

1. The Need to Know

2. Learners' Self-Concept

I am responsible for my own learning.

3. The Learners' Previous Experience

I connect my learning to past experiences.

4. Learners' Readiness to Learn

My expectations to content must be met.

5. Learners' Orientation to Learning

I like authentic learning activities.

6. Intrinsic Motivation to Learn

I am intrinsically motivated.

Applying Malcolm Knowles' Priniples of Andragogy to Instructional Coaching...

4) Learners' Readiness to Learn:*Learn about the learner and their lifestyule. *Find out what the learner wants to know. *Why is the learner ready to learn?

1) The Need to Know:*Make learning purposeful to the adult learner. *Inform the learner why they need to know the information. *Make the information relevant to the learner.

5) The Learners' Orientation to Learning:*Give the learner options to real-life situations, problems, and issues. *How can/will the learner apply the knowledge to real-life and current situations?

2) Learners' Self-Concept:*Adult learners are self-directed, give tasks that they will carry out on their own. *Give useful projects that can be applied to the moment. *Give problem-solving activities that require rigor.

6) Intrinsic Motivation:*The adult learner is motivated to learn information that will serve their needs. *Adult learners are motivated to learn and immediately apply the information.

3) Learners' Previous Experience:*Allow learners to incorporate their experience into their current learning and assignments. *Learn about the experience(s) the learner brings to the present situation.

2) Readiness to Learn

Strategies Appropriate for Teaching the Adult Learner

*Present concepts that are meaninful to the learner.*Present information that can be applied immediately. *Connect information to both professional and personal goals (Bengo, 2020).

3) Self Concept Assumption

1) Experintial Learning Theory

*Incorporate learners' experiences to drive teaching.*Collaborate to create, rather than transmit information and knowledge. *Use learners' knowledge of subject matter and build upon it (Franco, 2019).

*Present options and choices for the adult learner.*Allow the adult learner to be part of the process and decision making. *Give meaningful tasks and projects (Bengo, 2020).

Andragogy vs Pedagogy

Pedagogy vs Andragogy

* Child learning is content based. * The instructor/teacher gives students a multitude of experiences. * The teacher/instructor gives the child learner information to learn. * The child learner often needs incentives to be motivated. * The child learner is teacher-led. * The teacher is the sage. * The child learner depends on the teacher for experiences and contributes in a minimal way to their educational process.

* Adult learning is process and issues oriented.* The learner comes with their own diverse experiences. * The adult learner knows what they want to learn and collaborates with the instructor. * The adult learner is intrinsically motivated to learn. * The adult learner is self-directed. * The teacher is the coach. * The adult learner brings experience to their education and contributes to the process of their own learning.

Emotional Intelligence as a Strategy for Engaging the Adult Learner During Coaching

Collaboration as a Strategy for Engaging Adult Learner During Coaching

1. The coach is seen as a collaborator and encourages ideas from the mentee (Gross & Reilly, 2018).
2. The coach asks questions and gives scenarios, encouraging thought provoking conversations and reflection (Gross & Reilly, 2018).
3. The coach is honest and open and listens without judgement (Gross & Reilly, 2018).
4. The coach develops a comfortable and safe place for collaborative conversation (Gross & Reilly, 2018).

1. The coach is seen as a role model, displaying and expressing emotions with professionalism (Majeski et al., 2017).
2. Use encouragement during coaching sessions and give positive feedback (Majeski et al., 2017).
3. Understand the person who is being coached and give assignments/activities that reach their interest (Majeski et al., 2017)
4. Design coaching sessions that are relevant and useful and can be used immediately (Majeski et al., 2017).

References

Bengo, N. M. de A. (2020). Managing instructional strategies in classrooms with adult learners. Journal of Continuing Higher Education, 68(2), 71–83. Franco, M. S. (2019). Instructional strategies and adult learning theories: An autoethnographic study about teaching research methods in a doctoral program. Education, 139(3), 178–185. Gross Cheliotes, L. M. & Reilly, M. F. (2018). Coaching conversations: Transforming your school one conversation at a time. (2nd ed.). Corwin. Majeski, R. A., Stover, M., Valais, T., & Ronch, J. (2017). Fostering emotional intelligence in online higher education courses. Adult Learning, 28(4), 135–143.