Understanding Adult Learning Theories
Andragogy Principles applied to Instructional Coaching
Teaching strategies for adult learners
Andragogical Strategies to Engage Adult Learners
Differences between Andragogy & Pedagogy
References
The Principles of Andragogy and Instructional Coaching
Readiness to Learn
Experience
Malcolm Knowles is known as the father of adult learning. He suggested that because adults are socially and psychologically different from children, they are unable to learn in the same ways. He referred to the concept of teaching adults as "andragogy" (James, n.d.). Applying andragogical principles to instructional coaching ensures the coaching is effective, relevant, and engaging.
Orientation to Learning
Self - Directedness
Intrinsic Motivation
The Need to Know
Andragogical Strategies
Collaborative Learning
Problem-Based Learning
Collaborative learning is an effective andragogical strategy for instructional coaching because it:
Problem-based learning (PLB) is an effective andragogical strategy for instructional coaching because it:
- Values Experience: Adults bring diverse backgrounds and skills to the coaching session making the peer interaction they have during collaborative learning valuable
- Encourages Self-Directed Learning: Collaboration allows adults to take control of their own learning and participate in shared problem solving
- Supports Social Learning: Collaboration allows adult learners to build knowledge through discussion and teamwork
- Has Real-world Relevance: PBL engages adult learners by helping them take on real challenges they face in the classroom
- Allows Immediate Application: The strategies learned during PBL can be applied in their classrooms immediately
- Provides Internal Motivation: Using PBL to solve real problems increases motivation and a deeper understanding of what is being taught
These strategies align with the principles of andragogy by fostering relevance, collaboration, and self-directed growth in adults (Zorn-Arnold & Conaway, 2016).
Andragogy
Pedagogy
Vs.
- andras (man) + ago (guide)
- Adult-focused teaching appoach
- Adults are self-directed learners
- They are in control of and responsible for their own learning.
- Adults have life experience that can be used as a resource
- Learner and Problem-Centered Learning
- Adults need to know why to learn something
- Adults are intrinsically motivated to learn
- paidi (child) + ago (guide)
- Child focused teaching approach
- Children are not self-directed learners
- They depend on teachers to determine what and how things are taught & evaluated
- Children have limited experience
- Subject-Centered Learning
- Children are usually told what to learn
- Children are extrinsically motivated to learn
(Pappas, 2015)
(Pappas, 2015)
Self-Directed learning
Provide Feedback
Keep Lessons Relevant
- Providing effectaive and effective feedback allows adults to stay motivated and improve their skills
- Feedback must be specific and actionable with clear suggestions
- Feedback must be given as soon as possible after an activity allowing learners to apply improvements immediately
- Coaches may ask guiding questions in their feedback to encourage self reflection
(Nance, n.d.)
- Adults should be empowered to take control of their own learning
- Coaches should encourage learners to set clear, personalized goals
- Coaches can allow learners choice in topics or projects leading to autonomy
- Coaches can encourage learners to reflect regularly on their challenges and successes allowing them to gain a deeper insight
(Nance, n.d.)
- Adults must understand how lessons connect to their lives and personal goals in order for them to invest their time and resources on learning it (Conaway & Zorn-Arnold, 2015)
- Activities must be linked to situations from their classrooms
- Activites must be aligned with the learners personal goals or help them achieve them
- Activities should build upon what the learners already know or are interested in
- Learners should be encouraged to think about how they can use the strategies immediately
(Nance, n.d.)
References
Conaway, W., & Zorn-Arnold, B. (2015a). The Keys to Online Learning for Adults. Distance Learning, 12(4), 37–42. James, D. (n.d.). What is adult learning theory and how can you apply it? 360 Learning. https://360learning.com/guide/learning-theories/adult-learning-theory/ Nance, A. (n.d.). 15 strategies for teaching adult learners. University of San Diego Professional and Continuing Education. https://pce.sandiego.edu/15-top-strategies-for-teaching-adult-learners-faqs/ Pappas, C. (2015). 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 Zorn-Arnold, B., & Conaway, W. (2016). The Keys to Online Learning for Adults. Distance Learning, 13(2), 1–5.
Orientation to Learning
When teaching adults, learning is more problem-centered allowing them to focus on material that is useful to them now. Learning is also learner-centered due to adult's desire for autonomy (Conaway & Zorn-Arnold, 2015). Application to Instructional Coaching: Coaches should allow teachers to identify their own needs and real classroom challenges. They can then help the teachers take on these challenges by providing useful strategies they can by applied immediately. To ensure the strategies are effective, teachers must be given the chance to practice the strategies, get feedback from the coach, and make any necessary improvements. For this reason, coaching should be a recurring process.
Experience
Adults bring life experience to the learning environment. These experiences are important and help guide future learning. Adults learn when they integrate past experiences with new concepts and think critically about them. Learning is more effective when new concepts can be related to or differ from our past experiences (Conaway & Zorn-Arnold, 2015). Application to Instructional Coaching: Teachers have valuable classroom experience that should be acknowledged. Effective coaches should build upon these experiences. They should recognize the teacher's strengths, incorporate their existing knowledge, and using reflective practices to improve their teaching skills (Lane, n.d.).
Self-Directedness
Adults are capable of making their own decisions and taking responsibility for their outcomes. Andragogy assumes that adults learn best when they have autonomy and control over their learning (Conaway & Zorn-Arnold, 2015). Application to Instructional Coaching: Coaches should encourage teachers to set their own professional goals allowing them to take ownership of their own learning. Instead of giving direct instruction, coaches can support teachers in identifying areas for improvement through reflection. They can provide choices and allow teachers to research topics that address their specific needs or interests.
Readiness to Learn
Adults are motivated to learn because they understand that their efforts will directly impact their roles and responsibilities. Learning is more effective when it is relevant to their current needs and interests (Conaway & Zorn-Arnold, 2015). Application to Instructional Coaching: Coaches should help teachers identify their current needs or challenges. Next, the coach can offer activities that specifically align with the need. If sessions address real challenges the teacher is experiencing, the teacher will be able to see how learning the strategy will directly impact their teaching.
The Need to Know
Adults need to understand the importance of what they are being asked to learn and how it will benefit them. If what they are learning is not relevant, adults will choose not to waste their time or resources on it (Conaway & Zorn-Arnold, 2015). Application to Instructional Coaching: Coaches should communicate why what is being learned is important and how it will benefit the teachers. If the coach is asking a teacher to learn a new strategy, they should explain how the strategy will improve student learning or address a specific challenge that the teacher is experiencing. All activies completed during the coaching session should be relevant to what the teacher is trying to achieve or addressing a specific concern.
Intrinsic Motivation
Adults attend school because they want to. Many adults are driven by internal motivators, like personal growth, pride, or fufilling a dream (Conaway & Zorn-Arnold, 2015). Application to Instructional Coaching: Coaches should try to identify and understand the teacher's intrinsic motivation. They can also recognize the teacher's progress and when they achieve a goal. This can be done asking their reasoning for being in the teaching profession, what they hope to achieve, and how they like to be recognized.
Understanding Adult Learning Theories
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Transcript
Understanding Adult Learning Theories
Andragogy Principles applied to Instructional Coaching
Teaching strategies for adult learners
Andragogical Strategies to Engage Adult Learners
Differences between Andragogy & Pedagogy
References
The Principles of Andragogy and Instructional Coaching
Readiness to Learn
Experience
Malcolm Knowles is known as the father of adult learning. He suggested that because adults are socially and psychologically different from children, they are unable to learn in the same ways. He referred to the concept of teaching adults as "andragogy" (James, n.d.). Applying andragogical principles to instructional coaching ensures the coaching is effective, relevant, and engaging.
Orientation to Learning
Self - Directedness
Intrinsic Motivation
The Need to Know
Andragogical Strategies
Collaborative Learning
Problem-Based Learning
Collaborative learning is an effective andragogical strategy for instructional coaching because it:
Problem-based learning (PLB) is an effective andragogical strategy for instructional coaching because it:
These strategies align with the principles of andragogy by fostering relevance, collaboration, and self-directed growth in adults (Zorn-Arnold & Conaway, 2016).
Andragogy
Pedagogy
Vs.
(Pappas, 2015)
(Pappas, 2015)
Self-Directed learning
Provide Feedback
Keep Lessons Relevant
- Providing effectaive and effective feedback allows adults to stay motivated and improve their skills
- Feedback must be specific and actionable with clear suggestions
- Feedback must be given as soon as possible after an activity allowing learners to apply improvements immediately
- Coaches may ask guiding questions in their feedback to encourage self reflection
(Nance, n.d.)- Adults should be empowered to take control of their own learning
- Coaches should encourage learners to set clear, personalized goals
- Coaches can allow learners choice in topics or projects leading to autonomy
- Coaches can encourage learners to reflect regularly on their challenges and successes allowing them to gain a deeper insight
(Nance, n.d.)- Adults must understand how lessons connect to their lives and personal goals in order for them to invest their time and resources on learning it (Conaway & Zorn-Arnold, 2015)
- Activities must be linked to situations from their classrooms
- Activites must be aligned with the learners personal goals or help them achieve them
- Activities should build upon what the learners already know or are interested in
- Learners should be encouraged to think about how they can use the strategies immediately
(Nance, n.d.)References
Conaway, W., & Zorn-Arnold, B. (2015a). The Keys to Online Learning for Adults. Distance Learning, 12(4), 37–42. James, D. (n.d.). What is adult learning theory and how can you apply it? 360 Learning. https://360learning.com/guide/learning-theories/adult-learning-theory/ Nance, A. (n.d.). 15 strategies for teaching adult learners. University of San Diego Professional and Continuing Education. https://pce.sandiego.edu/15-top-strategies-for-teaching-adult-learners-faqs/ Pappas, C. (2015). 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 Zorn-Arnold, B., & Conaway, W. (2016). The Keys to Online Learning for Adults. Distance Learning, 13(2), 1–5.
Orientation to Learning
When teaching adults, learning is more problem-centered allowing them to focus on material that is useful to them now. Learning is also learner-centered due to adult's desire for autonomy (Conaway & Zorn-Arnold, 2015). Application to Instructional Coaching: Coaches should allow teachers to identify their own needs and real classroom challenges. They can then help the teachers take on these challenges by providing useful strategies they can by applied immediately. To ensure the strategies are effective, teachers must be given the chance to practice the strategies, get feedback from the coach, and make any necessary improvements. For this reason, coaching should be a recurring process.
Experience
Adults bring life experience to the learning environment. These experiences are important and help guide future learning. Adults learn when they integrate past experiences with new concepts and think critically about them. Learning is more effective when new concepts can be related to or differ from our past experiences (Conaway & Zorn-Arnold, 2015). Application to Instructional Coaching: Teachers have valuable classroom experience that should be acknowledged. Effective coaches should build upon these experiences. They should recognize the teacher's strengths, incorporate their existing knowledge, and using reflective practices to improve their teaching skills (Lane, n.d.).
Self-Directedness
Adults are capable of making their own decisions and taking responsibility for their outcomes. Andragogy assumes that adults learn best when they have autonomy and control over their learning (Conaway & Zorn-Arnold, 2015). Application to Instructional Coaching: Coaches should encourage teachers to set their own professional goals allowing them to take ownership of their own learning. Instead of giving direct instruction, coaches can support teachers in identifying areas for improvement through reflection. They can provide choices and allow teachers to research topics that address their specific needs or interests.
Readiness to Learn
Adults are motivated to learn because they understand that their efforts will directly impact their roles and responsibilities. Learning is more effective when it is relevant to their current needs and interests (Conaway & Zorn-Arnold, 2015). Application to Instructional Coaching: Coaches should help teachers identify their current needs or challenges. Next, the coach can offer activities that specifically align with the need. If sessions address real challenges the teacher is experiencing, the teacher will be able to see how learning the strategy will directly impact their teaching.
The Need to Know
Adults need to understand the importance of what they are being asked to learn and how it will benefit them. If what they are learning is not relevant, adults will choose not to waste their time or resources on it (Conaway & Zorn-Arnold, 2015). Application to Instructional Coaching: Coaches should communicate why what is being learned is important and how it will benefit the teachers. If the coach is asking a teacher to learn a new strategy, they should explain how the strategy will improve student learning or address a specific challenge that the teacher is experiencing. All activies completed during the coaching session should be relevant to what the teacher is trying to achieve or addressing a specific concern.
Intrinsic Motivation
Adults attend school because they want to. Many adults are driven by internal motivators, like personal growth, pride, or fufilling a dream (Conaway & Zorn-Arnold, 2015). Application to Instructional Coaching: Coaches should try to identify and understand the teacher's intrinsic motivation. They can also recognize the teacher's progress and when they achieve a goal. This can be done asking their reasoning for being in the teaching profession, what they hope to achieve, and how they like to be recognized.