ADULT LEARNING Flashcards
Introduced by Malcolm Shepherd Knowles in 1968, but the concept was popularized in 1980
Adult Learning Theory: Andragogy
Term used by Malcolm Shepherd Knowles (1913 – 1997)
Art and science of adult learning
Andragogy (Adult education)
Teacher-centered learning, where students are given instructions to be able to approach learning process
Encompasses the way the teachers deliver the content of the curriculum to a class and diff ways on how to deliver the content to the student, class, or learner
Pedagogy (Child learning)
Observed typical classroom set-up
Teacher is the director of teaching, so students will learn
Pedagogy
sets of instructions as guide to students to be able to learn
Teaching
TRUE OR FALSE:
According to research, the adult brain starts getting lazy at around 25 yrs old, but that doesn’t mean that people at that age are not already capable of learning new concepts
TRUE
(It just means that, engaging of things that keeps the brain busy or keep us learning is needed
This is where adult learning sets in)
TRUE OR FALSE:
As adult learners, to be able to accomplish new learning, hobbies or creating hobbies are encouraged for easier revisiting of learning process that they already acquired
TRUE
By doing this, adults can still improve creative thinking, memory, and job performance
TRUE OR FALSE:
As observed by Knowles, adults learns best when they understand why something is important to know,
TRUE
Knowles’ 5 Assumptions of Adult Learners:
As a person matures his/her self concept moves from one of being a dependent personality toward one of being a self-directed human being
Big role in developing our self-directed learnings, helps dev our ways towards self-directed learning
Self- Concept
(Who we think we are, picture we have of ourselves and picture we think others have of us
Plays imp part in overall wellness, because it affects and influences on the way we look at our own body, how we can express ourselves, our way of interaction, and our decision-making skills)
time when we have own initiative in diagnosing learning needs, formulation of learning goals, identifying the materials/ resources for learning
Self-directed learning
ability to assess and initiate things independently
Initiative
they carry the skills needed to learn and understand independently
Adults
Knowles’ 5 Assumptions of Adult Learners:
As a person matures he/she accumulates a growing reservoir of experience that becomes an increasing resource for learning.
Revolves around past experiences
Adult Learner Experience
(Children are expected to have minimal experiences when it comes to learning new concepts
They rely on experience of others for them to learn)
carry plenty of experience (moderate to many to plenty) in order to contextualize or conceptualize new ideas
Adults
Allows things to come naturally and more intuitively for adults because of experiences they have
instinctively/ intuition, ability to know something or understand w/o any direct evidence or reasoning process, just learning from past experiences
Intuitively
Knowles’ 5 Assumptions of Adult Learners:
As a person matures his/her readiness to learn becomes oriented increasingly to the developmental tasks of his/her social roles
Applies to both personal and professional life
Readiness to Learn
(We become dedicated to assigned roles and responsibilities
Leveling up the degree of learning by listening, note-taking, do’s and don’ts, and overall perspective expected to be at the workplace)
Adults tend to focus our learning around assigned roles and responsibilities
Knowles’ 5 Assumptions of Adult Learners:
As a person matures his/her time perspective changes from one of postponed application of knowledge to immediacy of application.
As a result his/her orientation toward learning shifts from one of subject- centeredness to one of problem centeredness.
Orientation to Learning
Tendency or habit of seeking in order to gain more or increase one’s knowledge and skills
Children are more receptive to general education
subject based learning, introductory learning
All concepts has been introduced
More on concepts, ideas, and theories
Gen Ed
learn best when applying new concept to their everyday life
Problem based learning
Adults
More on applied learning, practical application, case study presentation/ solving, and experimentation
Knowles’ 5 Assumptions of Adult Learners:
Impacts how likely student to either give up or push forward
How will they reflect or give meaning to what they have learned
Motivation to Learn
As a person matures the motivation to learn is internal
_____ : important predictor of learning and achievement
_____ : things that are anticipated that will happen in the future
Motivation
Predictor
2 Types of Motivation:
act of doing an activity purely for the joy of doing it, self-satisfaction/ self-gain, something that benefits you in the future in order to become skilled
Intrinsic
2 Types of Motivation:
through the use of external rewards or punishments, in order to encourage students’ work completion, driving force for students to complete a work
Extrinsic
Internal vs External Motivation:
Child’s learning motivation
External
rewards and punishments
Internal vs External Motivation:
Adult’s learning motivation
Internal
(drive to learn exist internally)
What they love to do, catch their interest, and essentially to do good in their interest
This driving force may put the adults in a new learning environment (ex: raise in salary)
Adult Learning: Andragogy vs Childhood Learning: Pedagogy:
Conceptual
Contextual
Adult Learning: Andragogy
Adult Learning: Andragogy vs Childhood Learning:
Pedagogy:
Continuous
Horizontal and integrated
Adult Learning: Andragogy
Adult Learning: Andragogy vs Childhood Learning: Pedagogy:
Rote memory
Repetition
Testing as feedback
Childhood Learning: Pedagogy
Adult Learning: Andragogy vs Childhood Learning: Pedagogy:
Gathering building blocks
Vertical and additive (learning)
Childhood Learning: Pedagogy
Childhood Learning or Pedagogy:
memorization based on repetition
Use of memory usually with little intelligence or repeating over and over without attention to meaning
Rote Memory
Rote: mechanical or habitual repetition of something to be learned
Ex: moment when you learn alphabets and numbers, multiplication, spelling, scientific elements, and chemical number
Childhood Learning or Pedagogy:
learning is always measured by exams, quizzes, and assessments orally or practically
Results will quantify or measure how much the student has learned and will be reported
Testing as feedback
Childhood Learning or Pedagogy:
collecting, compilation, clustering of things that prepares the learner to approach learning
Gathering building blocks
Things: principles, concepts, and ideas for future use or reference
Childhood Learning or Pedagogy:
time when teacher who teach the same content area meet across grades level bands
Building of concepts and diving deeper into very unknown concepts, every details that are being taught for every students
Vertical Alignment
Ex: phlebotomy procedure learned in your school is the same w/ other schools
Childhood Learning or Pedagogy:
when there is literally additional information, instructions, and guidance that will add up to the learning of the learners
Things that will enhance the learning experiences
Additive Description
Adult Learning or Andragogy:
based on consolidated ideas and concepts derived from theories, extracted from principles which serves as foundation of teaching and learning process
Products of building blocks in pedagogy
Conceptual & Contextual Learning
Adult Learning or Andragogy:
professional development, where employees are given opportunities to learn simultaneously while they work
Continuous Learning
Employees has a chance to acquire new skills, knowledge, and abilities to explore on new things
Able to help them become better at their jobs
Adult Learning or Andragogy:
exploring new fields based from what you have previously learned w/o the need to dive deeper into details
Horizontal Learning
Basis is vertical learning
Learned new techniques in order to do work more easily
Adult Learning or Andragogy:
applied as the output or results when all learnings are simultaneously used after the other
Integration or Integrated
When all concepts, principles, methodologies, techniques can be assessed and used according to the needs
Comparison of Pedagogy to Andragogy: Need to Know
- Need to know why they need to learn something
- Learn what the teacher wants them to learn
- Andragogy
2. Pedagogy
Comparison of Pedagogy to Andragogy: Self Concept
- Perception of being dependent on the teacher for learning
- Feel responsible for their own learning
- Pedagogy
2. Andragogy
Comparison of Pedagogy to Andragogy: Role of Experience
- Adults learn from each other’s experience
- The teacher’s experience, not the children’s, is what counts.
- Andragogy
2. Pedagogy
Comparison of Pedagogy to Andragogy: Readiness to Learn
- Must be ready when the teacher says they must or they will not be promoted.
- Ready to learn when they feel the need to know
- Pedagogy
2. Andragogy
Comparison of Pedagogy to Andragogy:
- Life-centered or task-centered orientation
- Subject-centered orientation.
- Andragogy
2. Pedagogy
Comparison of Pedagogy to Andragogy:
- Externally motivated
- Primarily internally motivated, with some external motivation.
- Pedagogy
2. Andragogy
Watson, Knowles, Holtol, Swanson
Book of Andragogy Authors
Learning Propositions:
Actions that are rewarded or praised are more likely to be repeated than those that are not rewarded or praised
“Rewarded behaviors”- Behaviors which are rewarded (reinforced) are most likely to occur
Learning Propositions:
Learners who spent a great deal of time practicing on their own and yet performed incorrectly when being observed or evaluated means that practice is futile
Practice is not enough if the learner fails to improve on each repetition
“Sheer repetition”- Sheer repetition without indications of improvement or any kind of reinforcement is a poor way to attempt to learn
(Learners has developed poor habits
Poor habits necessitates external feedback/ reinforcement in order for them to be improved and eventually perfectly learned and deemed successful)
Learning Propositions:
Punishment is not the counterpart of reward, psychologically speaking
It may disturb the relationship of the learner to the learning and to the teacher
“Threat & Punishment”- Threat and punishment have variable and uncertain effects upon learning; they may make the punished response more likely or less likely to recur; they may set up avoidance tendencies which prevent further learning
(Not help the learner to choose and fix the correct response, can cause phobia on the learner whenever he commits something wrong)
Learning Propositions:
Learner should be given a positive feedback at the time something is done well, immediately after the desired behavior
“Reward”- Reward (reinforcement) to be most effective in learning, must follow almost immediately after the desired behavior and be clearly connected with that behavior in the mind of the learner.
(Delayed reward has little effect and would have no reinforcement value because it has defeated its purpose to give motivation to learner and won’t feel the sincerity of the appreciation)
Learning Propositions:
Pertains to the driving factors of learner
Driving factors/ forces: motivators or motivation
Motivation: intrinsic or extrinsic
“Learn as needed”- Learners progress in any area of learning only as far as they need to in order to achieve their purpose. Often they do only well enough to ‘get by’; with increased motivation they improve
Learning Propositions:
Learners must make time to recall shortly after learning to reduce the amount of info forgotten so easily
Right after every discussion, make a habit to recall what has been discussed to not forget easily
Learner should be encouraged to study each night
“Forgetting”- Forgetting proceeds rapidly at first- then more and more slowly; recall shortly after learning reduces the amount forgotten
(After 24hrs, a large part of what you have learned can be forgotten unless efforts are made to remember them)
Learning Propositions:
Learner should try to recall what they have learned thru reading
Recall first before rereading
Can improve reading comprehension skills by improving vocabulary to grasp things easily
“Recalling vs Rereading”- Learning from reading is facilitated more by time spent recalling what has been read than by rereading.
Learning Propositions:
All about general concepts, you process it little by little until you’re able to comprehend and apply the whole concept itself in experiential learning
Ex: studying the learning theory: defined, how it is used, how it helps, and categorized
“General concepts”- The best way to help pupils from a general concept is to present the concept in numerous ways and varied situations, contrasting experiences with and without the concept, then to encourage precise formulations of the general idea in its application in situations different from those in which the concept was learned.
Learning Propositions:
Depicts that too much frustration can interfere w/ students’ ability to overcome failure
Failure can jeopardize students’ future but do not worry from it but learn from it
Teachers can take prompt supportive measures in order to reduce the intensity of frustrations
“Frustration”- When children and adults experience too much frustration, their behavior ceases to be integrated, purposeful and rational. Blindly they act out of their rage, discouragement or withdrawal. The threshold of what is ‘too much’ varies; it is lowered by previous failures
Learning Propositions:
Techniques for learning, all subjects being taken are equally important to hone skills for future needs and demands
Critical thinking and problem solving skills are essential in every profession
“No superior subject”- No school subjects are markedly superior to others for ‘strengthening mental powers.’ General improvement as a result of study in any subject depends on instruction designed to build up generalizations about principles, concept formation and improvements of techniques of study, thinking and communication
Learning Propositions:
Promotes the concept of simulation; all theories and concepts learned are better achieved if put into practice and practical application
In order for the learner to easily apply concepts that has been introduced to them in clinical and laboratory setting
More on situational learning
“Simulation/Situational Learning”- What is learned is most likely to be available for use if it is learned in a situation much like that in which it is to be used immediately preceding the time when it is needed.
Learning Propositions:
Moral values and attitudes of students are emphasized
“Attitudes x Learning”- Children (and adults even more) remember new information which confirms their previous attitudes better than they remember new information which runs counter to their previous attitudes.
13 Learning Propositions:
- “Rewarded behaviors”
- “Sheer repetition”
- “Threat & Punishment”
- “Reward”
- “Learn as needed”
- “Forgetting”
- “Recalling vs Rereading”
- “General concepts”
- “Frustration”
- "”No superior subject”
- “Simulation/Situational Learning”
- “Attitudes x Learning”
- “Why learn?”
Learning Propositions:
Adults are motivated to learn to the extent that they perceive that learning will help them perform tasks or deal with problems that they confront in their life situations
“Why learn?”- Adults need to know why they need to learn something before undertaking to learn it.- Knowles, Holton, Swanson
