Understanding Adult Learning Theories

Presentation

Understanding Adult Learning Theories

Jasmine Turman Edu-537 Leadership and Instrutional Coaching December 13, 2023 Rick Holbeck

Presentation Points

How the principles apply to instructional coaching. Teaching strategies that would be appropriate for coaching the adult learner. Identification of the differences between andragogy and pedagogy and the significance each has on adult education. Two andragogical strategies to engage adult learners during instructional coaching.

Principles Applied to Instructional Leadership or Coaching

Principles of Andragogy: Experience Readiness to learn Orientation to learning Motivation Need to know Self-directed learning

Principles

Readiness to learn

Orientation to learning

Experience

Need to Know

Self-directed learning

Motivation

Teaching Strategies

Transparent Communication

Peer Coaching and Mentoring

Collaborative Goal Setting

Ensure transparent communication about the purpose and outcomes of coaching interventions. Clearly articulate the rationale behind specific coaching strategies and how they contribute to the overall professional development of educators. (Rou, 2023)

Establish a peer coaching or mentoring program where educators can learn from each other. Pair experienced teachers with those seeking guidance, creating a supportive environment for sharing insights, strategies, and experiences. (Rouleau, 2019)

Facilitate individual or group sessions for educators to collaboratively set professional development goals. Encourage them to identify areas for improvement and growth, fostering a sense of ownership and direction in their learning journey. (Miller, 2020)

comparison

Pedagogy

Andragogy

Pedagogy is the traditional approach to teaching and learning, often applied in the context of formal education for children. Characteristics: Teacher-directed: Pedagogy typically involves a more teacher-centered approach, where the teacher takes the lead in guiding the learning process. Dependent on the teacher's guidance: Children are assumed to be dependent on the guidance and structure provided by the teacher. Motivated by external factors: Children are often motivated by external factors such as grades, rewards, or the approval of authority figures. Curriculum-driven: Learning is often guided by a predetermined curriculum, with less emphasis on individual learner needs and experiences. (Elm Learning, 2020)

Andragogy is the approach to teaching and learning specifically geared towards adults. Characteristics: Self-directed: Adult learners are assumed to be capable of taking responsibility for their own learning, directing their educational path. Experienced: Adults bring a wealth of experiences to the learning environment, which serves as a valuable resource for their learning. Motivated by internal factors: Adults are motivated by intrinsic factors such as personal development, career advancement, or intrinsic satisfaction. Readiness to learn: Adults are ready to learn things they perceive as immediately applicable to their current life situations. (O’Neill, 2020).

vs

Significance

Pedagogy

Andragogy

Foundational Learning: In cases where adults lack fundamental knowledge in a specific area, pedagogical approaches can be employed to provide a structured foundation. This might involve a more teacher-centered approach to ensure that learners acquire essential basics before transitioning to more self-directed methods.New Concepts or Technologies: When adults are introduced to entirely new concepts or technologies, a pedagogical approach might be appropriate to ensure a comprehensive understanding. As adults navigate unfamiliar territory, structured guidance from an instructor can be valuable. (Elm Learning, 2020)

Autonomy: Andragogy acknowledges that adults are self-directed learners who prefer to take control of their educational journey. This autonomy allows adults to engage more meaningfully in the learning process, as they can choose topics that align with their interests and career goals. Life-Long Learning:Andragogy supports the idea that learning is a continuous and life-long process. Adults often engage in education for personal and professional development throughout their lives, and andragogical principles provide a framework that aligns with the ongoing nature of adult learning. (Elm Learning, 2020)

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Andragogical Strategies

Experiential Learning through Case Studies and Reflection

Collaborative Goal Setting and Action Planning

Incorporate experiential learning by presenting case studies or scenarios relevant to the challenges educators may encounter. Encourage teachers to analyze and discuss these real-world situations, drawing on their own experiences and expertise. Facilitate reflective discussions where educators explore potential solutions, relate them to their teaching context, and consider the implications for their practice. This strategy leverages adult learners' rich experiences, making the learning process more meaningful and directly applicable to their professional roles.

Initiate coaching sessions with a collaborative goal-setting process. Engage educators in identifying their professional development goals, acknowledging their unique aspirations and areas for growth. Encourage them to reflect on their teaching practices and express what they aim to achieve. Subsequently, collaboratively create action plans outlining specific steps, timelines, and resources needed to reach those goals. This strategy fosters a sense of ownership, aligns coaching with individual needs, and promotes self-directed learning.

References

• Ed.D, J. E. (2023, August 17). Optimizing Online Learning Through Coaching And Mentoring In Instructional Design. ELearning Industry. https://elearningindustry.com/optimizing-online-learning-through-coaching-and-mentoring-in-instructional-design
• Elm Learning. (2020, November 23). Pedagogy vs. Andragogy: Fix Your Learning Strategy. ELM Learning. https://elmlearning.com/blog/pedagogy-vs-andragogy/
• Mancinelli, D. (2020, September 16). 6 Things to Consider When Planning Professional Development. Edutopia. https://www.edutopia.org/article/6-things-consider-when-planning-professional-development/
• Miller, A. (2020, January 3). Creating Effective Professional Learning Communities. Edutopia. https://www.edutopia.org/article/creating-effective-professional-learning-communities/
• Naçar, M. (2021, December 7). Areas of Growth for Teachers > What Can Teachers Improve On? Europass Teacher Academy. https://www.teacheracademy.eu/blog/teachers-growth/
• O’Neill, E. (2020, March 3). What is Adult Learning Theory? LearnUpon. https://www.learnupon.com/blog/adult-learning-theory/#:~:text=Developed%20by%20Malcolm%20Knowles%20in
• Rou, C. (2023, August 15). Enhancing Communication Skills Through Organizational Coaching. Quenza. https://quenza.com/blog/knowledge-base/coaching-for-communication-skills/
• Rouleau, K. (2019, May 24). Tapping Into the Expertise in the Building. Edutopia. https://www.edutopia.org/article/tapping-expertise-building/
• Sword, R. (2021, March 12). Instructional Coaching | Teaching Benefits & Strategies. The Hub | High Speed Training. https://www.highspeedtraining.co.uk/hub/what-is-instructional-coaching/
• Torsh. (2023, April 12). Coaching: A Personalized, Cumulative Approach to Effective Professional Development in Education. Torsh. https://www.torsh.co/article/teacher-professional-development/
• Yale. (2017). Reflective Teaching | Poorvu Center for Teaching and Learning. Yale.edu. https://poorvucenter.yale.edu/ReflectiveTeaching

To address varying readiness levels, coaches implement differentiated coaching sessions. This strategy involves offering a menu of professional development options, allowing teachers to choose topics aligned with their current needs and readiness to learn. (Mancinelli, 2020)

Coaches foster intrinsic motivation by implementing a reflective coaching model. This strategy involves regular one-on-one reflective sessions where teachers can explore the impact of instructional strategies on student outcomes. The focus on personal growth and impact reinforces teachers' internal motivations. (Yale, 2017)

Coaches leverage teachers' experiences by incorporating a mentoring model. Through peer-to-peer coaching, experienced educators can share their insights with colleagues. This strategy creates a collaborative learning community, tapping into the wealth of expertise within the teaching staff. (Ed.D, 2023).

Coaches promote self-directed learning through a personalized professional development plan. This strategy involves collaboratively creating a roadmap for teachers' professional growth, allowing them to identify goals, choose relevant learning opportunities, and take the lead in their development. (Torsh, 2023)

Coaches address the need to know by employing a transparent communication strategy. This involves clearly articulating the rationale and expected outcomes of coaching interventions. By providing a clear "why," coaches ensure that teachers understand the relevance and importance of the learning content. (Sword, 2021)

To enhance motivation, coaches employ a strengths-based coaching approach. This strategy involves identifying and building on teachers' existing strengths. By emphasizing what educators are doing well, coaches boost motivation and confidence in their ability to implement new strategies. (Naçar, 2021)