Understanding adult learning theories
Lisa Maltais EDU-537 Grand Canyon University Dr. Carbonaro August 7, 2024
start
index
Andragogy vs. Pedagogy
Andragogy principles and how they apply to instructional coaching
Andragogical strategies to engage adult learners
Teaching strategies appropriate for the adult learner
Continue
Andragogy
"The art and science of helping adults learn" (Bouchrika, 2024).
1970s:
Knowles developed assumptions in which adults perceive learning and how they prefer to learn. These assumtpions "strengthened the foundations for a movement towards more learner-centered adult education " (Bouchrika, 2024).
Continue
Six principles of andragogy
Click on the pictures for more information on the six principles.
Readiness to Learn
Adult Learner Experience
Orientation to Learn
Self-Directedness
Motivation to Learn
Need to Know
Next
how the principles apply to instructional coaching
When helping teachers improve their practices, instructional coaches must apply the andragogy principles. Adults learn best when they are involved in the planning of their learning. Ask teachers about their objectives and expectations and brainstorm ways in connecting goals and strategies with them. To pinpoint areas for growth or improvement, it's critical to assist teachers in reflecting on learning outcomes and feedback. An effective coach should help teachers reflect on what they have learned and apply it to their students and classroom."According to the Annenberg Foundation for Education Reform, effective instructional coaching encourages collaborative, reflective teaching practice" (The RethinkEd Team, 2017). The best coaches provide advice and resources relevant to the subject matter or enhance the way lessons are delivered with the intention of addressing difficulties encountered in the classroom.
Continue
Teaching Strategies
* Keep lessons relevant
* Keep them engaged
* Be mindful of different learning styles
* Tell stories as you're teaching
* Break up the information to avoid cognitive overload
* Make material visually stimulating
* Provide feedback
* Encourage questions & discussion
* Offer encouragement
(University of San Diego Professional and Continuing Education, n.d.)
next
Andragogy vs. pedagogy
Andragogy
Pedagogy
- Adult focused teaching approach
- Self directed learner
- Their experiences become the main resource of learning
- Seek information useful to their life
- Adults need to know why to learn something
- Intrinsically motivated
- Child focused teaching approach
- Teacher dependant learner
- Little personal experience, but they build upon it
- Subject centered
- Told what to learn
- Extrinsically motivated
next
The Significance of Andragogy and Pedagogy on Adult Education
When it comes to education, children and adults have different needs, motivations, and goals in mind. For students of all ages to succeed, it is crucial to understand these fundamental differences. "Pedagogy is defined as teaching children, and the direction of learning flows from expert to learner" (Flanagan, 2022). Teachers are in control of what is being taught and the goal is to put knowledge into the students' heads. Pedagogy is more directive and teaches children how to think and learn. However, andragogy is the "art and science of helping adults learn" and understanding their needs (Pappas, 2015). With andragogy, learning is dynamic and everyone participates in the learning. Andragogy recognizes adult students have different needs than children. An important difference between the learning styles is the "why" in the learning process. In pedagogy, students are learning to advance to the next level, whereas, in andragogy, adults are learning to improve their effectiveness. In coaching, it is important to explore what the learner is interested in and areas they want to improve upon. From this point on, a coach may make sure that the structure and motivating content they provide suit the needs of the adult learner. Adult learners learn better when they have control over the learning process. Rather than telling them what they will be learning, motivate them to identify their own needs, set their own goals, and self-reflect on their own performance. In coaching, you are there to offer suggestions and provide guidance and feedback along the way.
Next
(Flanagan, 2022 & Pappas, 2015)
Strategies to engage adult learners during instructional coaching
Collaboration & Reflection
Effective teacher-coach collaboration is at the heart of any successful coaching program. There needs to be partnership, active learning, personalization, and support. There should be ongoing collaboration between teacher and coach as they reflect and problem solve to consider the best pathways for supporting teaching & learning. Reflection is a part of learning. It helps teachers identify their strengths and areas of growth. Reflecting with a coach enables them to be more effective in the classroom.
Continue
References
Bouchrika, I. (2024, February 8). The andragogy approach: Knowles' adult learningprinciples. Research. https://research.com/education/the-andragogy-approach Conaway, W., & Zorn-Arnold, B. (2016). The keys to online learning for adults. Distance Learning, 13(1), 1–6. Flanagan, D. (2022, February 13). Pedagogy, andragogy, and adult learning theory. elearning Industry. https://elearningindustry.com/pedagogy-andragogy-and-adult-learning theory#:~:text=Pedagogy%20is%20defined%20as%20teaching,or%20connection%20to%20daily%20life. Pappas, C. (2015, November 13). Pedagogy vs andragogy in elearning: Can you tell the difference? eLearning Industry. https://elearningindustry.com/pedagogy-vs-andragogy-in-elearning-can-you-tell-the-difference The RethinkEd Team. (2017, March 15). Strategies for instructional coaching. RethinkEd. https://www.rethinked.com/resources/strategies-for-instructional-coaching/ 15 top strategies for teaching adult learners. (n.d.) University of San Diego Professional and Continuing Education. https://pce.sandiego.edu/15-top-strategies-for-teaching-adult-learners-faqs/
Need to Know
An adult learner is able to determine the knowledge and skills required to reach a certain objective. This need to know is key for motivation. If the information is not relevant, they might not spend the energy or time to learn it (Conaway & Zorn-Arnold, 2015).
Orientation to Learn
Adult learners look for knowledge that will benefit them both personally and in the work place. It must be pertinent to their daily lives so their education will improve their performance and enable them to lead more fulfilling lives.
Self-Directedness
Adults have control over their learning experience and are responsible for their own learning. Adult learners who feel empowered and motivated to participate in the learning process are those who have achieved autonomy.
Motivation to Learn
Adults return to school because they want to. They are intrinsically motivated to do well, stay focused and persistent, and eager to apply their knowledge.
Adult Learner Experience
Adult learners have more experience. Their experiences serve as the primary source of knowledge for both the development of their personal identities and their learning. "The ability to synthesize past experiences with new information allows adult learners to make meaningful connections by applying the learning materials to various contexts" (Conaway & Zorn-Arnold, 2016).
Readiness to Learn
"Adults need to know why to learn something; as soon as they answer this question, they are ready to start" (Pappas, 2015). Because they have recognized the gaps in their knowledge and understand what needs to be learned to reach their objectives, students are prepared to learn.
Adult Learning Theories
Lisa Maltais
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Transcript
Understanding adult learning theories
Lisa Maltais EDU-537 Grand Canyon University Dr. Carbonaro August 7, 2024
start
index
Andragogy vs. Pedagogy
Andragogy principles and how they apply to instructional coaching
Andragogical strategies to engage adult learners
Teaching strategies appropriate for the adult learner
Continue
Andragogy
"The art and science of helping adults learn" (Bouchrika, 2024).
1970s:
Knowles developed assumptions in which adults perceive learning and how they prefer to learn. These assumtpions "strengthened the foundations for a movement towards more learner-centered adult education " (Bouchrika, 2024).
Continue
Six principles of andragogy
Click on the pictures for more information on the six principles.
Readiness to Learn
Adult Learner Experience
Orientation to Learn
Self-Directedness
Motivation to Learn
Need to Know
Next
how the principles apply to instructional coaching
When helping teachers improve their practices, instructional coaches must apply the andragogy principles. Adults learn best when they are involved in the planning of their learning. Ask teachers about their objectives and expectations and brainstorm ways in connecting goals and strategies with them. To pinpoint areas for growth or improvement, it's critical to assist teachers in reflecting on learning outcomes and feedback. An effective coach should help teachers reflect on what they have learned and apply it to their students and classroom."According to the Annenberg Foundation for Education Reform, effective instructional coaching encourages collaborative, reflective teaching practice" (The RethinkEd Team, 2017). The best coaches provide advice and resources relevant to the subject matter or enhance the way lessons are delivered with the intention of addressing difficulties encountered in the classroom.
Continue
Teaching Strategies
* Keep lessons relevant
* Keep them engaged
* Be mindful of different learning styles
* Tell stories as you're teaching
* Break up the information to avoid cognitive overload
* Make material visually stimulating
* Provide feedback
* Encourage questions & discussion
* Offer encouragement
(University of San Diego Professional and Continuing Education, n.d.)
next
Andragogy vs. pedagogy
Andragogy
Pedagogy
next
The Significance of Andragogy and Pedagogy on Adult Education
When it comes to education, children and adults have different needs, motivations, and goals in mind. For students of all ages to succeed, it is crucial to understand these fundamental differences. "Pedagogy is defined as teaching children, and the direction of learning flows from expert to learner" (Flanagan, 2022). Teachers are in control of what is being taught and the goal is to put knowledge into the students' heads. Pedagogy is more directive and teaches children how to think and learn. However, andragogy is the "art and science of helping adults learn" and understanding their needs (Pappas, 2015). With andragogy, learning is dynamic and everyone participates in the learning. Andragogy recognizes adult students have different needs than children. An important difference between the learning styles is the "why" in the learning process. In pedagogy, students are learning to advance to the next level, whereas, in andragogy, adults are learning to improve their effectiveness. In coaching, it is important to explore what the learner is interested in and areas they want to improve upon. From this point on, a coach may make sure that the structure and motivating content they provide suit the needs of the adult learner. Adult learners learn better when they have control over the learning process. Rather than telling them what they will be learning, motivate them to identify their own needs, set their own goals, and self-reflect on their own performance. In coaching, you are there to offer suggestions and provide guidance and feedback along the way.
Next
(Flanagan, 2022 & Pappas, 2015)
Strategies to engage adult learners during instructional coaching
Collaboration & Reflection
Effective teacher-coach collaboration is at the heart of any successful coaching program. There needs to be partnership, active learning, personalization, and support. There should be ongoing collaboration between teacher and coach as they reflect and problem solve to consider the best pathways for supporting teaching & learning. Reflection is a part of learning. It helps teachers identify their strengths and areas of growth. Reflecting with a coach enables them to be more effective in the classroom.
Continue
References
Bouchrika, I. (2024, February 8). The andragogy approach: Knowles' adult learningprinciples. Research. https://research.com/education/the-andragogy-approach Conaway, W., & Zorn-Arnold, B. (2016). The keys to online learning for adults. Distance Learning, 13(1), 1–6. Flanagan, D. (2022, February 13). Pedagogy, andragogy, and adult learning theory. elearning Industry. https://elearningindustry.com/pedagogy-andragogy-and-adult-learning theory#:~:text=Pedagogy%20is%20defined%20as%20teaching,or%20connection%20to%20daily%20life. Pappas, C. (2015, November 13). Pedagogy vs andragogy in elearning: Can you tell the difference? eLearning Industry. https://elearningindustry.com/pedagogy-vs-andragogy-in-elearning-can-you-tell-the-difference The RethinkEd Team. (2017, March 15). Strategies for instructional coaching. RethinkEd. https://www.rethinked.com/resources/strategies-for-instructional-coaching/ 15 top strategies for teaching adult learners. (n.d.) University of San Diego Professional and Continuing Education. https://pce.sandiego.edu/15-top-strategies-for-teaching-adult-learners-faqs/
Need to Know
An adult learner is able to determine the knowledge and skills required to reach a certain objective. This need to know is key for motivation. If the information is not relevant, they might not spend the energy or time to learn it (Conaway & Zorn-Arnold, 2015).
Orientation to Learn
Adult learners look for knowledge that will benefit them both personally and in the work place. It must be pertinent to their daily lives so their education will improve their performance and enable them to lead more fulfilling lives.
Self-Directedness
Adults have control over their learning experience and are responsible for their own learning. Adult learners who feel empowered and motivated to participate in the learning process are those who have achieved autonomy.
Motivation to Learn
Adults return to school because they want to. They are intrinsically motivated to do well, stay focused and persistent, and eager to apply their knowledge.
Adult Learner Experience
Adult learners have more experience. Their experiences serve as the primary source of knowledge for both the development of their personal identities and their learning. "The ability to synthesize past experiences with new information allows adult learners to make meaningful connections by applying the learning materials to various contexts" (Conaway & Zorn-Arnold, 2016).
Readiness to Learn
"Adults need to know why to learn something; as soon as they answer this question, they are ready to start" (Pappas, 2015). Because they have recognized the gaps in their knowledge and understand what needs to be learned to reach their objectives, students are prepared to learn.