EDU 537- Adult Learning Theories

Coaching Role

Coaching Strategies

Andragogy

Learner Strategies

Coaching Role

Coaching Strategies

Andragogy

Learner Strategies

Learner Strategies

Andragogy

Coaching Role

Coaching Strategies

Coaching Strategies

Andragogy

Learner Strategies

Coaching Role

Learner Strategies

Coaching Role

Andragogy

Coaching Strategies

Self-Concept

Learner Strategies

Andragogy

Motivation to Learn

Orientation to Learn

Readiness to Learn

Adult Learner Experience

Active Learning

Coaching Strategies

Coaching Role

Adult Learning Theories

Focus on developing skills. Do not lecture and have activities that encourage movement and collaboration. (Storm, 2023)

Tell stories and break up information. This will help keep learners engaged (Cobb, 2024). Using technology such as Peardeck and Jamboard allows for participation throughout the lesson.

Adults learn best when they can connect new information with existing knowledge. Children learn best through play and exploration.

Have learners reflect and engage with their peers (Cobb, 2024). Incorporating roleplaying scenarios to help solve problems and applying strategies and concepts being taught helps encourage participation.

Learners are more likely to be invested in the learning process when given the freedom to choose how to learn and apply information to the lessons. For example, letting teachers determine how to receive the information such as in person, in a video, etc.)

Keep lessons short and relevant. When teachers can use real-world situations to reinforce learning, they are able to visualize and understand how to apply what is being taught. (Cobb, 2024)

Adults are self-directed and have control over their learning experiences. They are involved in the planning and evaluation of their learning. Children still rely on their teachers to tell them what they do throughout the learning process. (Pappas, 2023).

Students on the inside circle of students answer and discuss a teacher-made prompt while the outside students listen and make note of things discussed. The students then switch roles (Mulvahill, 2016).

Encouraging participation and variations of how information is presented helps to keep learners engaged. (Storm, 2023)

Understand the experiences your adult learners bring withe them into the lesson. This way they feel acknowledged and can identify gaps in their knowledge. (Storm, 2023)

In Professional Development, ask learners to bring a lesson and reflect on what was done right and was could be improved moving forward. This can also be done with partners. (Storm, 2023)

Adult learners have more experience than children which becomes a main role in their learning. Children do not have this experience. Therefore, making it impossible to use it as a learning experience. (Pappas, 2023)

Focus on the learners' experiences. Use familiar terms as too many new terms can be overwhelming. You want learners to feel confident that you know what you are talking about as well. (Cobb, 2024)

Get all learners involved. Have each learner give an example of how the information given could be applied in their lives.

Adult learners' need and want to learn can be triggered by anything such as changes in life, self-growth, etc. Adults need to know why to learn. Whereas children are told what to learn and then work to develop those skills. (Pappas, 2023)

Determine that what you are teaching is relevant to learners' professional and/or personal lives. (Storm, 2023)

Ensuring that learners are able to apply the new knowledge to everyday, real-world situations. (Storm, 2023)

Having a visual of their "why" will help to keep them motivated and connect to their reasons for continuing their educations.

Adult learners have intrinsic motivators (i.e., self-esteem, better quality of life, self-development, etc.). Intrinsic motivators are much more powerful than extrinsic motivators. Children are motivated by extrinsic factors such as good grades, rewards, etc. (Pappas, 2023).

Have learners write down their "why" as a visual reminder of why they are here to continue their learning. (Cobb, 2024)

Identify why learners are here and incorporate those reasons into your lessons. This helps to implement skills to help solve real-life problems. (Storm, 2023)

Have learners create visuals of different strategies that could be used in their classrooms. (Cobb, 2024)

Adult learners seek information that is most useful in their work and personal lives. It needs to be relevant to their real lives so it helps them better live their lives. Children's learning is subject-centered. (Pappas, 2023)

Have learners apply knowledge and strategies to problems that they wrote down from their lives. These will be put into a jar and each team will pull a scenario.

Teaching content so learners can apply strategies to current situations in their lives. (Storm, 2023)

As adults, learning switches from external motivators to internal motivators. (Storm, 2023)

Adults choose what they want to learn (Storm, 2023).

Adults need to know why they are learning something. Often they need to adjust their learning toward the particular skll needed for that role of their lives. (Storm, 2023)

Pedgagogy: Greek for Child-guide; this means principals used to teach childrenAndragogy: Greek for Adult-guide; this means principals used to teach adults(Pappas, 2023)

As children become adults, there is a shift from subject-based learning to problem-based learning. With that shift comes the priority of immediate application to real-life scenarios. (Storm, 2023)

Life experience plays a huge role in learning (Storm, 2023)