Professional Development Workshop

Adult Learning

Denton ISD

Adult Learning

What are student reasons for being in school?

•Fulfill a dream

•Get a job or promotion

•Complete a resolution

•Change careers

•???????

Adult LearningAdults develop their learning processes in a number of ways:

•Lasts the entire life span of each individual

•Allows an individual to acquire, renew, upgrade, or complete knowledge, skills, and attitudes for functioning effectively in a constantly changing society

•Allows adults to pursue learning throughout their lives, and is a way in which people supplement (and, at times, find a substitute for) learning received in formal settings

•Equips individuals with skills and competencies for completing their "self-education" beyond learning in a formal setting

•Acknowledges the contribution of all available educational influences, including formal and informal.

Educational Models of Adult Learning

There is a distinct connection between the historical development of educational models, including the evolution from the pedagogical

model to the andragogical model.

•Pedagogy means literally "the art of teaching children." It developed between the 7th and 12th centuries in the monastic schools of Europe.

•Secular schools in the 19th century followed the pedagogical model, which was the only one available.

•The basic assumption of the pedagogical model is that the teacher is fully responsible for imparting knowledge, primarily through lecture, while the student's role is that of a passive receiver of knowledge.

Educational Models of Adult Learning

Recent educational theorists (mostly Malcolm Knowles) have developed an andragogical model based on the following assumptions:

a) Adults need to know why they are learning;

b) Adults need to be seen as competent;

c) Adults want their knowledge and skills acknowledged in the classroom;

d) Adults need to be self-directed and experientially involved in their learning; and

e) Adults want learning to be life-centered and applicable

We should base our model based on andragogical assumptions.

•Facilitation methods allow students to be active and self-directed in their learning.

Adult Learner Demographics

•The majority of adult learners work, most full-time

•Adult students are extremely well educated; 85% have some college education

•80% of adult students are between the ages of 25 – 44

•More women than men study as adults

•Most adults seek degree programs

•About 70% of the courses taken by adults are in their career fields

•About 40% receive some level of tuition assistance from employers

Adult Learner Demographics

•The majority of adults do not learn for the sheer pleasure of learning

•Adults learn in order to cope with change in their lives

•Every adult who learns because of a transition can point to a specific event that triggered the transition, and thus, learning

•Trigger events occur unevenly in several arenas of adult life

How Do Adults Learn?

•Adults seek greater involvement in decisions involving their education

•The maturity level of adults indicates that they can accomplish more learning in less time

•Adults place great value in education that offers convenience

•Adults prefer goal directed learning orientations

•Adults are looking for the acquisition of useful and relevant knowledge

Adult-Centered LearningAdult-Centered Learning

•Should focus on need-to-know learning

•Is self-directed learning

•Takes into account the learner’s experience

•Involves a readiness to learn

•Includes an orientation to learning

•Is fostered by adult motivation to learn

Teaching vs. Learning

•Is Teaching the purpose of education or is learning the purpose of education?

•What is the difference?

Teaching vs. Learning

Teaching Culture Learning Culture•Delivers instruction Produces Learning

•Offers Courses & Programs Creates learning environments

•Improves quality of instruction Improves quality of learning

•Transfers knowledge from faculty to students Elicits student discovery and construction of knowledge

Teaching Culture Learning Culture

•Atomistic Holistic

•50 minute lecture Learning modalities

•Covering material Specified outcomes

•Time held as a constant Learning held as a constant learning varies Time varies

•Degree = accumulated credit hours Degree = demonstrated knowledge & skills

Teaching Culture Learning Culture

•Knowledge is external Knowledge is internal

•Knowledge delivered by instructors Knowledge is constructed and created

•Learning is cumulative & linear Learning is nested & interactive

•Teacher centered Learner centered

•Talent & ability are rare Talent and ability are abundant

Discussion Questions

Discussion Questions:

1. What are some of the negative and positive experiences you have previously had in college?

2. What are some of the fears students about college and how can an instructor help?

Group Learning

Group Learning should be an integral part of the educational experience

Group discussions

• Scenarios

• Panel discussions

• Problem solving

• Learning games

• Debates

Group Interaction

Key advantages of the group interaction include the following:

1.Students gain knowledge and experience from each other

2. A real-world working environment is simulated

3. Individual strengths and weaknesses are blended

4. A sharing of teaching and learning responsibilities is facilitated

5. Self-confidence and self-esteem are increased

6. Leadership and participatory skills are developed

7. Interpersonal communication skills are strengthened

8. Achievement of a higher level of quality and performance in project assignments is possible; and

9. Decision-making skills are developed.

Group Interaction Contract

Good teams possess:

• Excellent process skills

• Team dynamics

• Follow-through on commitments

• Open and honest communication among members

• Use of active listening skills

• Constructive resolution of conflicts and disagreements.