Understanding the Adult Learner

1. Understanding the Adult Learner A synopsis of “Tornado of Change” And Andragogy and Self Directed Learning: Pillars of Adult Learning Theory”

2. Adult Learners all come with preconceived expectations…….

3. “The teacher only appears when the student is ready to learn” ( Hindu proverb)

4. The Adult Learner is…… • Autonomous and self directed • Full of life experience and knowledge • Goal orientated • Relevancy orientated • Practical • Deserving of Respect

5. Andragogy • The art and science of helping adults learn. ( Knowles, as cited by Merriam) • Assumes: • The learner has is independent and self directed. • Has life experience to draw from • Has learning needs related to social role changes • Problem – centered • Intrinsically motivated

6. Self Directed Learning • The Goals: • Self Directed Learning • Transformational Learning • Emancipatory Learning and Social Action

7. Self Directed Learning • The Process: • 1970’s -Linear - Tough and Knowles • 1980 – 1990 – Interactive- Danis’s • Consider learner and learner context

8. Professional Development (PD) facilitators and organizational leaders need to recognize that for PD to be effective, implementation must address the needs of the adult learner. “The Concerns-Based Adoption Model (CBAM) is a framework and set of tools for understanding and managing change in people.” (Horsley and Loucks-Horsley)

9. The CBAM model identifies three stages of developmental process: • Stages of Concern – this is the affective dimension that addresses how people feel about having to do something new or different. • Awareness – unaware or unengaged • Self Concern – Informational -”what must I do” • - Personal – “how will this affect me?” • Task Concern – Management – “what do I need to do this? • Impact Concern – Consequence – “how will I do this? • - Collaboration – “who can I work with?” • - Refocusing – “how can I make this better?” • (Horsley and Loucks-Horsley)

10. 2. Levels of Use – the behavioral dimension of change Non Use – no implementation attempts Orientation – Seeks information Preparation – adoption of new process Once the choice to implement has been made, support will need to be given as levels of use grow from mechanical to routine to refinement to integration and through renewal. (Horsley and Loucks-Horsley)

11. 3. Innovation Components – identifying the change. What should the implementation look like if done successfully? • Practice Profiles should consist of: • description of resources and conditions needed for implementation. • identification of standards • descriptive examples (Horsley and Loucks-Horsley)

12. Key Messages • Change is a process, not an event. • Change is a highly personal experience. • Knowledge of CBAM will assist staff developers in diminishing resistance (Horsley and Loucks-Horsley) • Adult Learners do not submit to the “just do it” philosophy. Learning opportunities need to make sense and be seen as purposeful.

13. Additional Resources http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/adults-2.htm http://online.rit.edu/faculty/teaching_strategies/adult_learners.cfm http://pd360.com

14. Bibliography Adult Learners, from http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/adults-2.htm Horsley, D. L. & Loucks-Horsley, S. (1998). CBAM brings order to the tornado of change. Journal of Staff Development, Fall, 19(4). Merriam, S. B. (2001). Andragogy and self-directed learning: Pillars of adult learning theory. In S. B.