1. education
2. language learning

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