Andragogy Presentation - Greenfield Community College
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Transcript Andragogy Presentation - Greenfield Community College
Lisa A. Sheldon, MS, M.Ed
Greenfield Community College
Teaching, Learning and Student Development Conference
April 5, 2013
It’s not just about age….
What makes adult learners different?
Life stage
Time commitments
Maturity
Prior academic experiences impact approach to learning
Academic goals and needs
Career focus and personal fulfillment
Social comfort in the classroom
Technological skill and comfort
…and more
What is andragogy?
The practice of teaching adults using specific strategies to:
Meet their needs as learners
Honor their preferences for teaching and learning style
Make use of their prior learning and experiences
Build skills that solve “real world” problems
Speak to adult levels of maturity and independence
Capitalize on internal motivation
What is andragogy?
http://www.youtube.com/watch?v=vLoPiHUZbEw
Why use Andragogy?
Builds strong learning communities
Responds to the needs of adult learners
Respectful of students’:
Time
Goals
Learning needs
Readies younger students for future challenges
Develops learning and life skills
Redistributes responsibility for learning
Andragogy’s Core Principles
1. Learner’s Need to Know
2. Self-concept of the Learner
3. Prior Learning Experience
4. Readiness to Learn
5. Orientation to Learning
6. Motivation to Learn
Knowles, Holton & Swanson (2011)
Learner’s Need to Know
Pedagogy
Dictated by teachers and
the state
Curriculum
Andragogy
Focused on real world
problems
Opportunity to solve
problems and reach goals
Goal:
For instructors to:
Build connections
Promote application
Learner’s Need to Know
How can instructors honor this andragogical principle?
Help learners identify life-problems resulting from their
learning needs
Help learners clarify their own aspirations
Raising awareness of need for learning
Careers, life skills, performance & life improvement
Make a case for learning
Exposure to new ideas and fresh perspectives
Explain why certain things are taught
Provide learning objectives for all assignments
Learner’s Self Concept
Pedagogy
Dependent personality
Teacher is leader
Andragogy
Increasingly independent
Self-reliant
Self-directed
Goal:
For instructors to:
Promote independence
Share leadership
Build community
Learner’s Self Concept
How can instructors honor this andragogical principle?
Create a culture of self-direction and independence.
Promote student leadership opportunities in the
classroom.
Seek to build relationships of trust, respect and
cooperation between learners.
Since adults are self-directed, instruction should allow
learners to discover things for themselves, providing
guidance and help when mistakes are made.
Prior Learning Experience
Pedagogy
A foundation for future
learning
Andragogy
A resource for learning for:
Self
Others
Goal:
For instructors to:
Promote sharing
Activate prior learning and
experience
Understand how previous
academic experience shapes
current learning and behavior
Prior Learning Experience
How can instructors honor this andragogical principle?
Communicate value in experience.
Help learners exploit their own experiences.
Provide opportunities for sharing experiences as they
relate to learning.
Examine previous academic experiences and watch for
blocks to current learning.
Instruction should be task-oriented instead of
memorization -- learning activities should be in the
context of common tasks to be performed.
Readiness to Learn…and do
Pedagogy
Dictated by:
Teacher
Andragogy
Develops from life tasks
and problems
Curriculum
State
Goal:
For instructors to:
Build the class with
students
Offer options (when possible)
Readiness to Learn…and do
How can instructors honor this andragogical principle?
Instruction should take into account the wide range of
different backgrounds of learners.
Learning materials and activities should allow for
different levels and types of previous experience.
Motivation
Pedagogy
External rewards
Punishments
Andragogy
Internal incentives
Some external motivators
Curiosity
Problem-solving
Goal:
For instructors to:
Learn what motivates
their students
Tap into that motivation
Stoke that motivation
Motivation
How can instructors honor this andragogical principle?
Ask why students are enrolled and what they need to
learn.
Watch for potential blocks:
Negative self-concept
Doubt
Inaccessibility to opportunities or resources
Time constraints
Programs and classes that violate principles of adult
learning
Orientation toward learning
Pedagogy
Subject-centered
Andragogy
Task or problem centered
Life-centered
Goal:
For instructors to:
Link learning with life
goals and opportunities
to solve problems
Make it relevant and
timely!
Orientation toward Learning
How can instructors honor this andragogical principle?
Adults are most interested in learning subjects that
have immediate relevance to their job or personal life.
Adult learning is problem-centered rather than
content-oriented.
What activities and strategies enhance your learning?
Can these be applied to your classroom?
Andragogical principles in the classroom
Core Adult Learning Principles (Knowles, Holton & Swanson, 2011; Merriam &
Brockett, 2007)
Relevant & Meaningful Objectives
2. Self-concept of the Learner= Trust, Preferences & Flexibility
3. Prior Learning Experience= Sharing, Chunking & Scaffolding
4. Readiness to Learn=
Preparation & Clarity
5. Orientation to Learning=
Objective-oriented Lessons
6. Motivation to Learn=
Engagement & Personal Development
1. Learner’s Need to Know=
Applying Andragogical principles
Class set up
First day of class:
Applies to both online & traditional classrooms
Class introductions help to create community
Discuss the direction they would like the class to take
Discuss class set-up and assessments
Provide choice when possible
Goal:
Get students involved in their own instruction
Applying Andragogical principles
Course administration
On going
Manage challenges from multiple perspectives
Ask for feedback
Continue to get to know your students as both learners
and people
Goal:
Get students involved in their own instruction
Applying Andragogical principles
Course management & work strategies
Work and knowledge building
Draw on student experiences
Present and solve “real world” problems
Share learning objectives for each assignment
Create meaningful work (avoid busy work)
Use ACTIVE LEARNING strategies when possible
Helpful strategies include:
Case studies, role playing , simulations & self-evaluation
Goal:
Partner with students to create a valuable class experience and
help them meet individual educational goals
Applying Andragogical principles
Problem-solving with adult students
Strategies to consider
Offer multiple assessment strategies
Recognize students who are struggling
Reach out (often more than once)
Ask questions and listen to the answers
Goal:
Engagement! Persistence! Dedication!
Applying Andragogical principles
Creating Community
Strategies to consider
Provide opportunities for students to be experts
Design activities that recall experience
Goal:
Engagement! Persistence! Dedication!
References:
Jarvis, P. (2011) Adult Education and Lifelong Learning: Theory and Practice. London.
Routledge
Knowles, M.S., Holton, E.F., & Swanson, R.A. (2005). The Adult Learner. Oxford, UK:
Butterworth-Heinemann.
Merriam, S.B. & Brockett, R.G. (2007) The Profession and Practice of Adult Education:
An introduction. San Francisco, CA: Jossey-Bass, Wiley & Sons.
Photo credits:
Runner in blocks: http://www.guardian.co.uk/public-leaders-network/2012/nov/20/best-practice-exchange-introduction
Confident man: http://timemanagementninja.com/2012/07/10-reasons-why-confidence-leads-to-success/
Woman in library: http://chronicle.com/article/Where-Life-Earns-Credit-/64618
Need to know: http://blog.shamrockfinancial.com/blog/bid/92875/The-3-8-Obamacare-Tax-What-You-Need-to-Know
Adults at computer: http://www.uakron.edu/adults/
Orientation: http://www.allfivesenses.com/what-we-do/navigation-courses/map-compass/the-three-navigators/
Man out walking: http://www.geograph.org.uk/photo/2876721