Andragogy: Teaching Adults

1. Andragogy: Teaching Adults Sue A. Davis

2. 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

3. 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

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

5. Andragogy • 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

6. Sue A. Davis

7. Adults are AUTONOMOUS and SELF-DIRECTED • Facilitators should: • Ask for participants’ perspectives; • Design projects that reflect their interests; • Provide participants opportunities to assume responsibility for group leadership; • Guide participants to their own knowledge rather than supplying them with facts; and • Show participants how activity will help them reach their goals. Sue A. Davis

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

9. Adults are GOAL-ORIENTED. • Facilitators should: • Provide a program that is organized and has clearly defined elements. • Show how the activity will help the participants attain their goals. • Share goals and objectives early and often. Sue A. Davis

10. Adults are RELEVANCY-ORIENTED. • Facilitators should: • Assist participants in seeing a reason for learning or doing the goals and objectives of the activity. • Relate the learning to their work or other responsibilities of value to them. • Compare theories and concepts to a setting familiar to participants. • Provide for choice whenever possible. Sue A. Davis

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

12. 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

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

14. 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

15. 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

16. 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

17. 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

18. 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

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

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

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

22. 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

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

24. Self-directed learning does not mean learning in isolation. Sue A. Davis

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

26. The Strategic Seven • Safe and supported • Creativity • Accepted & respected • Self-directed learning • Pacing • Active involvement • Feedback Sue A. Davis

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

28. 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