Andragogy - 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
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