Andragogy Teaching Adults Sue A Davis 6152021 1

Andragogy: Teaching Adults Sue A. Davis 6/15/2021 1

Andragogy Part of being an effective facilitator involves understanding how adults best learn. Along with children and teens, adults have special needs and requirements as learners. Sue A. Davis 6/15/2021 2

Andragogy Malcolm Knowles pioneered the field of adult learning and identified several characteristics of adult learners. Over time, we have come to realize that 4 of the 5 characteristics represent how children best learn. Sue A. Davis 6/15/2021 3

Thus, “Andragogy” has come to mean … Self-directed learning. Sue A. Davis 6/15/2021 4

Andragogy 6/15/2021 Adult learners are volunteers. Generally, nothing has compelled the adult to participate in the learning activity; there is often no compulsion involved when teaching adults. Adults tend to seek out learning opportunities. For adults, learning is a means to an end. Sue A. Davis 5

Andragogy Pedagogy Demands of learning Learner must balance life responsibilities with the demands of learning. Learner can devote more time to the demands of learning because responsibilities are minimal. Role of instructor Learners are autonomous and self -directed. Teachers guide the learners to their own knowledge rather than supplying everything for them. Learners rely on the instructor to direct the learning. Fact-based lecture is often the mode of knowledge transmission. Life experiences Learners have a tremendous amount of life experiences. They need to connect their learning to their knowledge base. They must recognize the value of the learning. Learners are building a knowledge base and must be shown how their life experiences connect with the present learning. Purpose for learning Learners are goal oriented and know for what they are learning new information. Learners often see no reason for taking a particular course. They just know they have to learn the new information. Permanence of learning Learning is self-initiated and tends to last a long time. Learning is compulsory and tends to disappear shortly after instruction. Sue A. Davis 6/15/2021 6

Adults are AUTONOMOUS and SELF-DIRECTED Facilitators should: ØAsk for participants’ perspectives; ØDesign projects that reflect their interests; ØProvide participants opportunities to assume responsibility for group leadership; ØGuide participants to their own knowledge rather than supplying them with facts; and ØShow participants how activity will help them reach their goals. Sue A. Davis 6/15/2021 7

Adults have accumulated a foundation of LIFE EXPERIENCES and KNOWLEDGE. Facilitators should: ØDraw out participants’ experience and knowledge which is relevant to the topic; ØRelate theories and concepts to the participants and recognize the value of experience in learning. Sue A. Davis 6/15/2021 8

Adults are GOAL-ORIENTED. Facilitators should: ØProvide a program that is organized and has clearly defined elements. ØShow the activity will help the participants attain their goals. ØShare goals and objectives early and often. Sue A. Davis 6/15/2021 9

Adults are RELEVANCY-ORIENTED. Facilitators should: ØAssist participants in seeing a reason for learning or doing the goals and objectives of the activity. ØRelate the learning to their work or other responsibilities of value to them. ØCompare theories and concepts to a setting familiar to participants. ØProvide for choice whenever possible. Sue A. Davis 6/15/2021 10

Adults are PRACTICAL. Facilitators should ØFocus on aspects of the lesson most useful to their work. Ø (They may not be interested in knowledge for its own sake). Sue A. Davis 6/15/2021 11

Adult learners need to be RESPECTED… … as do ALL learners. Facilitators must acknowledge the wealth of experiences that adult participants bring to the activity. These adults should be treated as equals in experience and knowledge and allowed to voice their opinions freely. Sue A. Davis 6/15/2021 12

Motivating the ADULT LEARNER Six Factors Serve as Sources of Motivation for Adult Learners 1. Social Relationships: to make new friends, to meet a need for associations and friendships Sue A. Davis 6/15/2021 13

Motivating the ADULT LEARNER Six Factors Serve as Sources of Motivation for Adult Learners 2. External Expectations: to comply with instructions from someone else; to fulfill the expectations or recommendations of someone with formal authority. Sue A. Davis 6/15/2021 14

Motivating the ADULT LEARNER Six Factors Serve as Sources of Motivation for Adult Learners 3. Social Welfare To improve ability to serve mankind, prepare for services to the community, and improve ability to participate in community work. Sue A. Davis 6/15/2021 15

Motivating the ADULT LEARNER Six Factors Serve as Sources of Motivation for Adult Learners 4. Personal Advancement To achieve higher status in a job, secure professional advancement, and stay abreast of competitors Sue A. Davis 6/15/2021 16

Motivating the ADULT LEARNER Six Factors Serve as Sources of Motivation for Adult Learners 5. Escape / Stimulation To relieve boredom, provide a break in the routine of home or work, and provide a contrast to other exacting details of life. Sue A. Davis 6/15/2021 17

Motivating the ADULT LEARNER Six Factors Serve as Sources of Motivation for Adult Learners 6. Cognitive interest To learn for the sake of learning, seek knowledge for its own sake, and to satisfy an inquiring mind. Sue A. Davis 6/15/2021 18

Barriers Against Participation • Lack of … • …time • …money • …confidence • …interest • …information Sue A. Davis 6/15/2021 19

Motivation vs. Barriers Enhance reasons for enrolling Identify what prevents learning individually Demonstrate the relationship between training & promotion o Licensing o Promotion o Job enrichment o Learn new skills o Job changes o directives Sue A. Davis 6/15/2021 20

Motivation to Learn Life Changing events ◦ ◦ ◦ Learning opportunities Related to trigger Cope with transition Means to an end Maintain self-esteem Sue A. Davis 6/15/2021 21

Effective Instructors Motivation ◦ Set tone for lessons ◦ Set appropriate level of concern ◦ Set appropriate level of difficulty Reinforcement Retention Transference ◦ ◦ Association Similarity Degree Critical attributes Sue A. Davis 6/15/2021 22

Curriculum Design Focus on application Integrate new with old Forces re-evaluation Conceptual overlap More accurate Take errors personally Sue A. Davis 6/15/2021 23

Self-directed learning does not mean learning in isolation. Sue A. Davis 6/15/2021 24

Classroom Strategies Lecture with practice Safe for risk-taking Clear expectations Rich discussion Eclectic approach Problem oriented, personalized Personal responsibility Sue A. Davis 6/15/2021 25

The Strategic Seven Safe and supported o Pacing Creativity o Active Accepted & involvement respected o Feedback Self-directed learning Sue A. Davis 6/15/2021 26

Malcolm Knowles Adults learn best when both students and facilitator have fun. . . It is exhilarating to REALLY learn. Sue A. Davis 6/15/2021 27

Facilitators who > do not consider their audience and don’t let them share; > ignore their objectives and don’t fully prepare; > don’t make it practical, work-related, and real -- may end up here. Sue A. Davis 6/15/2021 28