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Motivating Adult Learnersfinals

Motivating Adult Learnersfinals






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    Motivating Adult Learnersfinals Motivating Adult Learnersfinals Presentation Transcript

    • Created by Ivy Brown 08/13/09
    • Research on Adult Learners 08/13/09
      Adult learners make up almost 40 percent of U.S. college students. These students are a small segment (6.5 million) of the more than 90 million adults 25 and older that participate in formal and informal education beyond high school.
      • According to Wlodkowski, Knowles identified adults by two criteria: an individual who performs roles associated by our culture with adults (worker, spouse, parent, soldier, responsible citizen) and an individual who perceives himself or herself to be responsible for his/her own life.
      Defining Adult Learners
    • Characteristics of Adult Learners
      • Have first-hand experience.
      • Have a great deal of pride, but their ways of “showing it” varies.
      • Have tangible things to lose so are very cautious in the educational environment.
      • `
      • Learn from reinforcement (thrive on it).
      • Wave a strong need to apply what is learned — and apply it now!
      • Want to be competent in their application of knowledge and skill.
      • Want a choice in what they learn.
    • Theory of Adult Learning
      • Malcolm Knowles is considered the father of adult learning theory. Trainers and adult educators began to implement practical applications based on Dr. Knowles’ six assumptions.
    • Malcolm S. Knowles on Andragogy
      • Knowles was convinced that adults learned differently to children - and that this provided the basis for a distinctive field of enquiry.
    • 08/13/09
      The kind of teaching and coaching people get makes a big difference on how much they will remember. In general, people in a learning situation retain: 10% of what they read 20% of what they hear 30% of what they see 95% of what they teach someone else to do 80% of what they use and do in real life 70% of what they talk with others 50% of what they see and hear
    • How Do Adults Learn?
      • Adults need to do something concrete or have an experience.
      • Adults observe, think about what they have
      • done (or about their
      • experience) and how they reacted to it.
    • What’s your Motivation Style?
      • Goal-oriented
      • Relationship-oriented
      • learning-oriented
      • Thrill-oriented
    • Why Adults Learn?
      • To learn a specific skill.
      • For entertainment or personal edification.
    • To maintain certification or to obtain a degree 08/13/09
    • Strategies to help motivate Adult Learners 08/13/09
      1. Put materials into “bite-size chunks” which people are able to understand. Make the material relevant, as close to the actual requirements of that person’s job.
    • Strategies to help motivate Adult Learners
      • 2. Provide plenty of documentation for the learner, usually in the form of hands-on experience and paper documentation.
    • Strategies to help motivate Adult Learners
      • 3. Let the students work in groups, since they would rather ask other students for assistance rather than ask the course instructor .
    • Strategies to help motivate Adult Learners
      • 4. Keep the course requirements in perspective to the amount of time for the course (credit hours, for example).
    • Strategies to help motivate Adult Learners 08/13/09
      5. Make certain the student is equipped with enough knowledge and skill to complete the assignment, rather than setting the person up for failure.
    • Strategies to help motivate Adult Learners
      • 6. Bend the rules, if necessary!
      • [Adult education is] a co-operative venture in non-authoritarian, informal learning the chief purpose of which is to discover the meaning of experience; a quest of the mind which digs down to the roots of the preconceptions which formulate our conduct; a technique of learning for adults which makes education coterminous with life, and hence elevates living itself to the level of an experiment.
      • Eduard Lindeman, What is Adult Education? (1925).
      •   Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. EnglewoodCliffs, NJ: Prentice Hall.
      • Bloom, B. S. (Ed.), Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy
      • of educational objectives: The classifi cation of educational goals . Handbook I: Cognitive
      • domain. New York: David McKay.
      • Knowles, M. (1980). The modern practice of adult education: From pedagogy to andragogy (2nd Ed.). New York: Cambridge Books.
      • References cont’d
      • Retrieved August 7, 2009 from http://www.unitar.org/hiroshima/sites/default/files/11.AF06_WSI_Adult_Learning_Theory.pdf
      • Solution for Future. Retrieved August 7, 2009 from http://www.solutionsforourfuture.org/site/PageServer?pagename=enrollment_continuing_education_r
      • Eduard Lindeman, What is Adult Education? (1925). Retrieved August 7, 2009 from http://www.oise.utoronto.ca/research/edu20/quotes.html