Adult Learning - Unit 2

This week I found it really unique to consider the term andragogy. Andragogy refers to the teaching of adults. I have only ever taught children and teens so focusing in on the factors that affect adults in their learning was intriguing. In 1980, Malcolm Knowles identified six assumptions about adult learners and therefore how they should be taught. These six assumptions though connected to adults learning can be paired with children learning although they would be seen in an opposite light. The six assumptions include the need to know, self-concept, experience, readiness to learn, orientation to learning and motivation to learn.  

The first one is the need to know. Adults like to know the purposes behind what they are learning. Meaningless work does not help an adult to learn. However, when there are real-life consequences to what they are learning, eagerness to learn increases dramatically. It is important for adult learners to see the benefits of their learning and the goals they want to accomplish as a result of that learning. Discussing the direction of a class and gaining ideas, strategies and purposes from adults in a class is a way that the need to know assumption is satisfied.

The second assumption is called self-concept. Adults are responsible human beings and should be treated as such. Giving them ownership in their learning, allowing them to be somewhat self-directed and disciplined gratifies adults need to individualize the class.

Malcolm’s third point is experience. Adults have a lot of experience from their years of living. As a teacher, it is essential to be aware that adults walking into a classroom are walking in, with preconceived ideas, biases and other existing knowledge. Experience helps adults to learn. Classes should include experiential learning in order to form and reform knowledge in the minds of adults.

Readiness to learn is the fourth assumption about adult learners. Classes need to support adult learners and give them direction, at the same time giving them room to be responsible. Teaching and learning should be timely without going off topic and it should be applicable.

Malcolm’s fifth point is orientation to learning. This means that adult learners want to be learning about what is before them in their daily lives. Bringing experiences into the classroom that can be found in everyday life is essential for creating an effective orientation of learning.

Lastly, motivation to learn is the sixth assumption made by Malcolm. Grades are one way to motivate adults to learn but more often adults are motivated by the value of the lesson relating to everyday life. If the ideas being taught in class are pertinent to the world around them and will affect adults in a good way, their motivation surges.

All these assumptions are key to creating a well functioning classroom for adult learners. It is important to be aware that these assumptions are not the same for every adult and are definitely not to be carried directly over to teaching children (teaching children would use these assumptions in generally the opposite way). However, these principles of adult learning are valuable and should be duly noted when one teaches adults.

Bibliography

(2010, May 17). Retrieved September 21, 2018, from https://www.youtube.com/watch?v=vLoPiHUZbEw&feature=youtube.

For more resources look these up:

Adult Learning Theory (Andragogy) - Educational Learning Theories. (2010, June). Retrieved from https://sites.google.com/a/nau.edu/educationallearningtheories/adult-learning-theory-andragogy-by-barbara-miroballi

Andragogy: What is it and does it help thinking about adult learning? (2014, July 07). Retrieved from http://infed.org/mobi/andragogy-what-is-it-and-does-it-help-thinking-about-adult-learning/

Pappas, C. (2017, December 15). 17 Tips To Motivate Adult Learners. Retrieved from https://elearningindustry.com/17-tips-to-motivate-adult-learners