Adult Education 835 (Unit -02).pptx

Adult Education 835 (Unit -02).pptx

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  Foundations of Adult Education CODENo: 835 Compiled by: Muhammad Ayub Ansari
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  UNIT– 02 Compiled byM Ayub Ansari aayub.aansari@gmail.com PSYCHOLOGY OF ADULT LEARING
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  OBJECTIVES OF UNIT •Identify various techniques which can be applied for effective learning • Specify the emphasis of psychology of learning on Andragogy • Evaluate cognitive learning • Explain the theories of learning;
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  Techniques applied foreffective Adult Learning • Keep your lessons relevant. ... • Focus on your learners' life experience. ... • Tell stories as you're teaching. ... • Break up information to avoid cognitive overload. ... • Provide feedback in the moment of need. ... • Make your material visually stimulating. ... • Encourage questions and discussion.
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  Adult Learning Need toknow: Adults need to know the reason for learning something. Foundation: Experience (including error) provides the basis for learning activities. Self-concept: Adults need to be responsible for their decisions on education; involvement in the planning and evaluation of their instruction. Readiness: Adults are most interested in learning subjects having immediate relevance to their work and/or personal lives. Orientation: Adult learning is problem-centered rather than content-oriented. Motivation: Adults respond better to internal versus external motivators.
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  • Knowles' theorycan be stated with six assumptions related to the motivation of adult learning:[5][6] • Need to know: Adults need to know the reason for learning something. • Foundation: Experience (including error) provides the basis for learning activities. • Self-concept: Adults need to be responsible for their decisions on education; involvement in the planning and evaluation of their instruction. • Readiness: Adults are most interested in learning subjects having immediate relevance to their work and/or personal lives. • Orientation: Adult learning is problem-centered rather than content-oriented. • Motivation: Adults respond better to internal versus external motivators.
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  Theories of learning
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  Theories of learning
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  Theories of learning
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  Theories of learning
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  Andragogy And Pedagogy •Andragogy refers to the methods and approaches used in adult education and is directed towards self- actualization, gaining experience, and problem- solving. • Where as Pedagogy is an education method in which the learner is dependent on the teacher for guidance, evaluation, and acquisition of knowledge.
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  Pedagogical vs Andragogical Learneris dependent on the teacher. Teacher is the one who evaluates progress and assumes full responsibility for what is taught and its efficacy. Learner is depending on self. The method requires self-evaluation and direction and self takes responsibility for the process. Learner comes to the table with little life experience. Child-like learning comes with a blank slate and the educator is one of the most influential figures, as peers likely have the same lack of experience. Learner uses life experience as a foundation. Instructors build on existing knowledge and require an understanding of diverse backgrounds. Adults learn from the instructor, but also from one another.
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  Pedagogical vs Andragogical Studentsadvance once they have completed the necessary steps. Child learners are told what they need to do to master a topic in order to move onto the next one. Learning is triggered by any number of life experiences and not necessarily led by a designated instructor. Learners don’t advance to another topic, but rather fill knowledge gaps as where needed. Learning is prescribed by an instructor and sequenced in a way that makes logical sense. Topics are broken down into content units. Learning is prescribed by self. Learners see a problem or knowledge gap and organize topics around life/work solutions. Learners are motivated by external sources, such as parents and teachers. The topic is completed by a pass or fail grade. Learners are motivated by intrinsic means: self-esteem, quality of life, problem-solving, and the quest for recognition. Topics are completed by mastery.
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  Principles of adultlearning
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  Hull's model oflearning • Drive – an intense internal force that motivates behavior. • Learning is the result of several factors that determine the likelihood of a specific behavior: ▫ Drive, D ▫ Incentive motivation (reward), K ▫ Habit strength (prior experience), H ▫ Inhibition (due to absence of reward), I
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  DERIVE REDUCTION THEORY DriveReduction Theory -(Hull)- the notion that behavior occurs in response to "drives" such as hunger, thirst, sexual interest, feeling cold, etc. When the goal of the drive is attained (food, water, mating, warmth) the drive is reduced, and this constitutes reinforcement of the behaviors that lead to the drive reduction, and ultimately learning.
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  DERIVE REDUCTION THEORY