Alhazova adult learning_teaching

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Alhazova adult learning_teaching

  1. 1. Topical Issue of Adult Learning/Teaching Natalia Alhazov, PhD ALC with American Councils for International Education ACTR/ACCELS Chisinau, Moldova April 5, 2014
  2. 2. Why Topical?  Planned economy replaced by market economy  Changing positions, jobs and professions  New knowledge required  New skills necessary Solution: adult learning/teaching
  3. 3. Andragogy and Pedagogy Andragogy - study of adult learning Pedagogy - science and art of education in general Malcolm Knowles - “father of andragogy” The modern practice of adult education: Androgogy versus pedagogy. New York, 1970
  4. 4. The modern practice of adult education: Androgogy versus pedagogy Adult learner is someone who:  has an independent self-concept and who can direct his or her own learning  has accumulated a reservoir of life experiences that is a rich resource for learning  has learning needs closely related to changing social roles  is problem-centered and interested in immediate application of knowledge  is motivated to learn by internal rather than external factors Malcolm Knowles
  5. 5. Specifics of Adult Learning (1) The Learner: a) The learner is self-directed. b) The learner is responsible for his/her own learning. c) Self-evaluation is characteristic of this approach.
  6. 6. Specifics of Adult Learning (2) Role of the Learner’s Experience: a) The learner brings a great volume and quality of experience. b) Adults are a rich resource for one another. c) Different experiences assure diversity in the group.
  7. 7. Specifics of Adult Learning (3) Readiness to Learn: a) A change triggers readiness to learn. b) They need to know in order to perform more effectively. c) Ability to assess gaps between the present and desired position is there.
  8. 8. Specifics of Adult Learning (4) Orientation to Learning: a) Learners want to perform a task, solve a problem in order to live in a more satisfying way. b) Learning must have relevance to real-life tasks. c) Learning is organized around life/work situations rather than subject matter units.
  9. 9. Specifics of Adult Learning (5) Motivation for Learning: a) Dominance of internal motivators: self- esteem, recognition, self-confidence, and self-actualization. b) Some external motivators: increase quality of life.
  10. 10. Why Become a Student Again? 1. “economical reason“ 2. “career reason” 3. “back-up plan” 4. “self-esteem” 5. “I made it!” 6. “enjoyable pastime” 7. “official acknowledgement”
  11. 11. Why Hard? 1. Lack of time 2. Contract pressure 3. Boss vs. subordinate 4. Peer pressure and kid pressure 5. Unsocial hours 6. Moments of despair 7. The noisy vs. the quiet
  12. 12. Adult Teaching: What Should Teacher Expect? 1. Adult classrooms may present diversity. 2. Adults respond well to knowledgeable and enthusiastic teachers. 3. Adults need a comfortable and safe learning atmosphere. 4. Adult learning is transformative and educational. 5. Adults need repeated practice of a concept or a skill. 6. Adults learn well with question asking and answering, problem finding and solving. 7. Adults want practical contexts simulating real life.
  13. 13. Conclusion Adult learners benefit by content-based and task- based instruction that is student-centered and performed by means of communicative method making it interactive and collaborative. The outcome is not mere knowledge acquisition but skill development. Remember that your adult students need to have a safe and friendly learning environment, be respected and heard, be challenged and engaged in their studies, see the relevance and immediate usefulness of the learning.
  14. 14. Thank you for attention!

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