Understanding Adult Theories- Megan Ouellette
Megan Bauer
Created on September 26, 2023
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Transcript
Understanding Adult Learning Theories
Megan Ouellette
Malcolm Knowles Principles
Teaching Strategies for coaching
Andragogy vs. Pedagogy
Adragogical Strategies for adult learning
Action plan/ goal setting: After adults learn a new skill from the instructional coach, they should engage in an activity for creating an action plan and/ or setting goals to implement the instructional method/ strategy. This holds the adult accountable and gives them a clear timeline and clear goals to follow. Personal or professional growth happens when a new concept is learned and then an action plan is set. It is important to connect the lesson from the instructional coach training to classroom implementation. By setting small but achievable goals, the adult can identify the steps it takes to apply their learning and can work towards their goals. This aligns with one of Malcolm Knowles' six principles: readiness to learn. Simulations: One of Malcolm Knowles’ six principles to andragogy is self-directedness. This means adult learners go from learning the new concept and becoming dependent on the instruction to transforming into independent application of the learning. When the instructional coach scaffolds the new instructional strategy and leads the lesson by providing simulations, adult learners are able to see how the new methods are applicable. The adult learner can then work independently to use the new skill in their classroom through self-directing. This guides their self-paced learning where they can work at their own pace with the instructor as more of a guide and/or facilitator (Druvenga, 2021).
Some teaching strategies that would be appropriate for coaching an adult learner include relevant lessons, focus on learners’ life experiences, providing feedback, incorporating visual examples, and encouraging discussions (Cobb, 2023).
- Keeping the lesson relevant: means connecting the“why” to the material being taught. Connecting real-world examples of the application of the instructional strategy will help the adult learner visualize the concept and receive a better understanding of how it is applied in the classroom. This is similar to incorporating visual examples strategy.
- Focusing on the adult learners’ life experiences: means “using familiar terms and addressing them at an appropriate level for their experience, background, and age” (Cobb, 2023). Talking and teaching the adults in a way that they can relate to and/or connect with will create rapport and a deeper understanding of the concepts.
- Providing Feedback: means giving constructive criticism and praise to the adult learner as they are developing and understanding the new skill. As adults begin to apply their knowledge, they need clear and concise feedback in order to know how they are performing and ways they could improve.
- Incorporating visual examples: means including visually appealing slideshows, pictures, and videos of examples of the new skill being implemented. By giving adults a visual of the concept/ instructional strategy skill and ways to implement it, adults gain a deeper understanding.
- Engaging in discussion: means allowing the adult learners time for questions and discussions. This gives adults the ability to discuss the lesson with their peers and the instructor to cover any misunderstandings and/ or further their knowledge. Many adult learners use collaboration when implementing a new skill. Discussion time allows for collaboration to take place amongst fellow teachers and/or the instructional coach.
Pedagogy is the theory of child learning. The process of a child learning is different from how an adult understands material being taught by a teacher or instructional coach. Children are not developmentally capable of thinking for themselves during the learning process therefore the teacher is the one that is doing the thinking for them (Conaway & Zorn-Arnold, 2015, pg. 38). Teachers tell their students “ what to learn, when to learn, how to learn, and why they are supposed to learn it” because they need it. Pedagogy is the way a teacher instructs students using various instructional methods, the learning activities students engage in, and how the teacher assesses their students (University of Minnesota, 2022). Teachers are the ones filling their students with the knowledge they need to know through “real life” examples, hands- on activities, and a variety of instructional tools. On the contrary, adults have the ability to think for themselves and comprehend material in a more advanced way because they have been through school and have developed this knowledge and capabilities. Andragogy focuses on ways in which adults learn best by making the adult learner the center of the learning process rather than the instructor (Conaway & Zorn-Arnold, 2015, pg. 38). It is the knowledge of the adult and their experience that help drive the learning and instruction. Adult education focuses on the adult experiences to better understand new concepts and material through andragogy. The adult is at the central key figure in this learning. Pedagogical theories state that the learning is dependent on the teacher for the experiences and instruction when developing new skills. This does not relate to adult education because it primarily identifies with children who have not gained the knowledge needed to better understand new concepts. Children need more guidance in their learning process rather than adults in adult education.
Malcolm Knowles is an American Adult Educator who found large differences between teaching adults and teaching children. Knowles determined that adults' way of learning includes different learning strategies than that of a child learning. He identified the significance of adult learning strategies and the 6 principles that effective adult learning. This adult learning is called “andragogy”. The six principles that shape the theory of andragogy established by Knowles are “the role of experience, self-directedness, the learner’s need to know, readiness to learn, orientation to learning, and intrinsic motivation” (Conaway & Zorn-Arnold, 2015, pg. 38, ). Instructional coaches are people that work with teachers to improve teaching strategies and/or help them develop new ways of teaching to better serve their students (Cheliotes & Reilly, 2018). The six principles Malcolm Knowles developed to support adult education are important for instructional coaches to become familiar with because it affects how they will successfully help other adult teachers better understand new instructional methods. It gives insight on how adults learn best. Teaching is not a “one-size fits all”. There are multiple ways of teaching that impact adults versus children. Because adults have more knowledge, experience, and common-sense, they need to be taught using different strategies, say a child who needs guidance every step of the way to obtain deeper knowledge. Therefore, instructional coaches need to be able to know the specific ways to teach an adult in order to be an effective coach.