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The document discusses adult learning theory and how it differs from pedagogy, which focuses on teaching children. It outlines Malcolm Knowles' assumptions of adult learners, including that adults are self-directed, draw on life experiences, are problem-centered and want immediate application of learning. The document also lists characteristics of adult versus child learners and conditions and outcomes of adult learning, such as participation and discussion of real-world problems. The goal in applying adult learning theory is to engage adult learners through a learner-centered approach focused on experience and relevance.
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ReadySetPresent (Adult Learning PowerPoint Presentation Content): 100+ PowerPoint presentation content slides. Whoever adults are, they should be taught by methods which acknowledge and respect the fact that they are adults rather than children. Adults need to be involved in the planning and evaluation of their instruction, their experiences provide the basis for learning activities, and they are most interested in learning subjects that have immediate relevance to their job or personal life.
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This document provides information on adult learning principles and learning styles. It discusses key concepts in adult learning theory including andragogy, the differences between pedagogy and andragogy, adult learning principles put forth by Knowles, and learning style theories and assessments like Kolb's LSI and the Myers-Briggs Type Indicator (MBTI). The document also analyzes how to apply adult learning principles and understanding of learning styles to facilitate student learning, including considerations for extraverts vs introverts, sensing vs intuitive learners, thinking vs feeling learners, and judging vs perceiving learners.
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Through this tutor training, you will:
- be able to articulate the characteristics of an adult learner
- have the ability to differentiate a tutoring session for a traditional vs. non-traditional student and
- be able to provide motivation for adult learners
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The document discusses principles of adult learning for designing effective training programs. It defines key concepts like pedagogy, andragogy, and characteristics of adult learners. The document also outlines nine principles of adult learning, including recency, appropriateness, motivation, and active learning. It emphasizes that training should incorporate elements that recognize the special needs of adult learners and their different roles in the learning process.
Teaching Adults
The document discusses key concepts about adult learners and teaching adults, including that adults are motivated to learn when it satisfies their needs and interests, their experiences are the richest source of learning, and they need to be self-directing. It also outlines Dewey's concepts of teaching, what adults need to know prior to learning, principles of adult learning like applying learning in real life and being active participants, and Jane Vella's 12 principles of teaching adults which focus on learner needs, safety, and engagement.
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The document discusses the concepts of pedagogy and andragogy. Pedagogy refers to teaching children and focuses on a teacher-led model where the teacher determines what, when and how students learn. Andragogy refers to adult learning and focuses on self-directed learning, with adults taking responsibility for their own learning based on their life experiences and readiness to learn information they need. The document contrasts key assumptions between pedagogy and andragogy, such as adults being self-directed learners while children depend on teachers. It also provides tips for applying adult learning principles in training, like relating content directly to situations adults face.
Training Adult Learners PowerPoint PPT Content Modern Sample
The document outlines objectives and concepts for a training program on adult learners. It discusses the differences between andragogy and pedagogy, with andragogy referring to adult-led learning that is student-centered, while pedagogy refers to child-led learning that is teacher-centered. Some key aspects of adult learning covered include that adults need involvement in planning instruction, experience provides the basis for learning, and there are four main learning styles among adult learners. The training program aims to understand adult learners and how to effectively design instruction for them.
Adult Learning Model
The document discusses adult learning theory and instructional design for training adult learners. It defines andragogy as the art and science of adult learning, which focuses on self-directed, experience-based, problem-centered, and socially motivated learning. Malcolm Knowles' assumptions about adult learners and his theory of andragogy are explained. Heutagogy, a more self-determined form of learning, is also introduced. The document then provides Thomson Reuters' 10-step model for instructional design when training adult learners.
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ADULT LEARNERS POWERPOINT
ReadySetPresent (Adult Learning PowerPoint Presentation Content): 100+ PowerPoint presentation content slides. Whoever adults are, they should be taught by methods which acknowledge and respect the fact that they are adults rather than children. Adults need to be involved in the planning and evaluation of their instruction, their experiences provide the basis for learning activities, and they are most interested in learning subjects that have immediate relevance to their job or personal life.
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This document provides information on adult learning principles and learning styles. It discusses key concepts in adult learning theory including andragogy, the differences between pedagogy and andragogy, adult learning principles put forth by Knowles, and learning style theories and assessments like Kolb's LSI and the Myers-Briggs Type Indicator (MBTI). The document also analyzes how to apply adult learning principles and understanding of learning styles to facilitate student learning, including considerations for extraverts vs introverts, sensing vs intuitive learners, thinking vs feeling learners, and judging vs perceiving learners.
Adult Learners
Through this tutor training, you will:
- be able to articulate the characteristics of an adult learner
- have the ability to differentiate a tutoring session for a traditional vs. non-traditional student and
- be able to provide motivation for adult learners
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The document discusses principles of adult learning for designing effective training programs. It defines key concepts like pedagogy, andragogy, and characteristics of adult learners. The document also outlines nine principles of adult learning, including recency, appropriateness, motivation, and active learning. It emphasizes that training should incorporate elements that recognize the special needs of adult learners and their different roles in the learning process.
Teaching Adults
The document discusses key concepts about adult learners and teaching adults, including that adults are motivated to learn when it satisfies their needs and interests, their experiences are the richest source of learning, and they need to be self-directing. It also outlines Dewey's concepts of teaching, what adults need to know prior to learning, principles of adult learning like applying learning in real life and being active participants, and Jane Vella's 12 principles of teaching adults which focus on learner needs, safety, and engagement.
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The document discusses the concepts of pedagogy and andragogy. Pedagogy refers to teaching children and focuses on a teacher-led model where the teacher determines what, when and how students learn. Andragogy refers to adult learning and focuses on self-directed learning, with adults taking responsibility for their own learning based on their life experiences and readiness to learn information they need. The document contrasts key assumptions between pedagogy and andragogy, such as adults being self-directed learners while children depend on teachers. It also provides tips for applying adult learning principles in training, like relating content directly to situations adults face.
Training Adult Learners PowerPoint PPT Content Modern Sample
The document outlines objectives and concepts for a training program on adult learners. It discusses the differences between andragogy and pedagogy, with andragogy referring to adult-led learning that is student-centered, while pedagogy refers to child-led learning that is teacher-centered. Some key aspects of adult learning covered include that adults need involvement in planning instruction, experience provides the basis for learning, and there are four main learning styles among adult learners. The training program aims to understand adult learners and how to effectively design instruction for them.
Adult Learning Model
The document discusses adult learning theory and instructional design for training adult learners. It defines andragogy as the art and science of adult learning, which focuses on self-directed, experience-based, problem-centered, and socially motivated learning. Malcolm Knowles' assumptions about adult learners and his theory of andragogy are explained. Heutagogy, a more self-determined form of learning, is also introduced. The document then provides Thomson Reuters' 10-step model for instructional design when training adult learners.
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Malcolm Knowles was an American educator known for popularizing the concept of andragogy, or the idea that teaching methods for adult learners should differ from those for children. He proposed that adult learners are self-directed, draw on life experiences, are problem-centered rather than content-driven, and are internally motivated. Knowles also developed the concept of learning contracts to specify learning objectives, resources, evidence of accomplishment, and validation for adult learners. His work emphasized that adult education requires methods different from traditional pedagogy due to characteristics specific to adult learners.
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Here are some suggestions for those situations:
- For a confused student, try asking direct questions to draw them out or have a private follow up conversation after.
- For a student hesitating to join a group, greet them warmly and find a way to include them (e.g. "we could use your perspective on this"). Introduce them to others.
The key is showing you notice and care about each individual student. Make an effort to understand their perspective and needs. With patience and empathy, you can help adult learners feel comfortable and motivated to learn.
Andragogy ced505
The document discusses the origins and key concepts of andragogy, the study of adult learning. It notes that the term was first coined in 1833 and introduced to English speakers in 1926. It was pioneered as a theory of adult learning in the 1950s-1960s by Malcolm Knowles, who defined andragogy as "the art and science of helping adults learn." Knowles is recognized as popularizing the use of the term andragogy to refer to adult education. Key aspects of andragogy include that it views learning as a self-directed, problem-based, and collaborative process between teacher and learner.
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This document discusses adult learning principles and effective training methods for adult learners. It begins by introducing Dr. Charles Ware and his credentials in health education. It then outlines key differences between how children and adults learn, such as adults being self-directed and needing immediate application of knowledge. The document also discusses Malcolm Knowles' theory of andragogy and six assumptions about adult learners - that they have a self-concept of being responsible for their own decisions, a need to know why they need to learn something, valuable prior experiences to contribute, readiness to learn, orientation to learning focused on real-world problems, and intrinsic motivation. It concludes by evaluating several training methods and their advantages/disadvantages for adult learners
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This document discusses various theories of learning including behaviorism, cognitivism, constructivism, and adult learning theories. It provides an overview of pedagogy and andragogy, explaining key differences in how each approaches learning. Specifically, it outlines Malcolm Knowles' assumptions of andragogy, including that adults are self-directed, draw from life experiences, are problem-centered, and are internally motivated to learn. The document also summarizes Kolb's experiential learning cycle and compares assumptions between pedagogy and andragogy.
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The document discusses andragogy, the method and practice of teaching adult learners. It defines andragogy as the process of helping adults learn, and outlines some key differences between andragogy and pedagogy. Some of the main principles of andragogy discussed include that adult learners need to understand why something is important to learn, have freedom to direct their own learning, and learn best through experience. The document also provides tips for instructors on understanding andragogy, planning lessons, managing the classroom, inspiring students, and continuing self-improvement when teaching adult learners.
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This document discusses theories of adult learning and principles of teaching adults. It defines key terms and outlines several theories of adult learning, including andragogy, reinforcement theory, experiential learning, information processing theory, and characteristics of adult learners. Theories focus on how adults learn through experience, problem-solving, and self-directed learning. Principles for teaching adults emphasize involving them in the planning, making learning relevant, and capitalizing on life experiences. The document also addresses what motivates adult learners and potential barriers to adult learning.
The Adult Learner
The document outlines the key differences between pedagogy and andragogy. Pedagogy refers to teaching children and involves a teacher-centered approach where the teacher determines what, how, and when learning occurs. Andragogy refers to teaching adult learners and involves a learner-centered approach where adults take responsibility for their own learning process. The andragogy model is presented which incorporates six core adult learning principles: the learner's need to know, self-concept of the learner, prior experience of the learner, readiness to learn, orientation to learning, and motivation to learn. Individual and situational differences that impact learning are also addressed.
Adult learning
This document discusses adult learning (andragogy), which is defined as the art and science of helping adults learn. It notes that Malcolm Knowles theorized adult learning. Some key principles of adult learning are that adults are self-directed, goal-oriented, and need to be shown respect. Motivation is an important aspect of adult learning, which can come from social relationships, expectations, welfare, advancement, or cognitive interest. Critical elements of learning are motivation, reinforcement, retention, and transference. Factors that influence adult learning include preparing learners, setting the right climate, mutual planning, and evaluation. Adult learning is important to help economies and communities grow.
Adult Learning Principles Cycle
This document discusses key principles of adult learning known as andragogy. Andragogy focuses on self-directed learning and views the teacher as a facilitator rather than presenter. Adults are motivated internally and learn best when new information is relevant, participatory, builds on experience, and allows for self-directed learning. Adults retain information best through active, hands-on participation including hearing, seeing, and doing new skills.
Strategies for Teaching Creativity and Critical Thinking
The document outlines strategies for developing creativity and critical thinking presented by Page Bowden on July 25, 2016. It provides five strategies for promoting creativity, such as establishing expressive freedom and allowing mistakes. It also lists five strategies for critical thinking, like urging students to be reflective and utilizing inquiry based questioning. The document concludes by citing references for the strategies.
Andragogy Meets Theory of Learning
Andragogy by Malcom Knowles is an adult learning theory. This slide series combines Andragogy with Gagnés Nine Events of Instruction
Adult learning
Adult learning:Adult education, distinct from child education, is a practice in which adults engage in systematic and sustained self-educating activities in order to gain new forms of knowledge, skills, attitudes, or values
Adult learning environment april 15
This document discusses the adult learning environment and provides information on several related topics:
- It outlines dimensions of competency including task skills, task management skills, and contingency management skills.
- It discusses that adult learners are self-directed and bring life experiences to learning. Facilitators should recognize various learning theories and styles.
- Barriers to learning for adult learners are discussed such as time constraints, language/literacy issues, and fear of failure.
- The importance of establishing a safe and inclusive learning environment is emphasized, including considerations for venue safety and inclusivity.
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Here are two assessment items I created based on the information in the video:
Multiple choice item:
Which of the following is NOT considered a formal assessment?
A) Quizzes
B) Discussions
C) Tests
D) Projects
True/false item:
Assessments should be directly aligned with the objectives and activities covered in class.
Characteristics of adult learning principles
Adult learners have different characteristics than child learners. Andragogy is the theory of adult learning as described by Malcolm Knowles, who coined the term. Key principles of andragogy include that adult learners are self-directed, draw on life experiences, are goal-oriented and want learning to be relevant and practical. Adult learners prefer to direct their own learning and connect new knowledge to their existing experiences and goals.
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This document provides an overview of learning theories and models related to adult learning. It discusses several key concepts:
- Constructivism theory holds that individuals construct new knowledge from their experiences through processes of accommodation and assimilation. Learning is an active process.
- Background, culture, motivation, and responsibility of the learner impact how adults learn. Adult learners need direct, concrete experiences and relevance to their work and lives.
- Models like Kolb's learning styles and Felder-Silverman learning styles break down learning preferences into dichotomies like active/reflective, sensing/intuitive, visual/verbal, and sequential/global. These provide guidance on teaching methods that align with different learner preferences.
Facilitating the Adult Learner
The document discusses characteristics of effective facilitators for adult learners. It provides 5 key points:
1) Facilitators must understand that adult learners are typically self-directed, rely on life experiences, and are ready to learn things they can apply immediately.
2) Facilitators must learn about the learner, master the subject, assess comprehension levels, and develop empathy for the learner's perspective.
3) Facilitators must be well-organized and present information logically and progressively based on the learner's needs and interests.
4) Facilitators must understand the learner's existing knowledge and learning style to determine the best way to guide them.
5) Facilitators must understand
How Do Adult Learners Learn?
This document discusses adult learning and how adult learners learn best. It defines adult learners as typically ages 25 and older who bring life experiences and established beliefs to learning. Adult learning theory suggests adults learn best in problem-based and collaborative environments. Characteristics of adult learners are that they are self-directed, goal-oriented, and want learning to be relevant. Adult learners learn best when their experiences are valued, learning is active and fills immediate needs, and when new material relates to their existing knowledge.
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This document discusses adult learning principles and how they differ from pedagogy, which focuses on teaching children. It defines andragogy as the method of teaching adult learners, which focuses on self-directed learning, experience, readiness to learn, problem-centered orientation, and motivation to learn. The key differences between andragogy and pedagogy are discussed. Malcolm Knowles is identified as developing the concept of andragogy. Effective ways to apply adult learning principles in training include relating content to real-life tasks, building on learner experience, and treating learners with respect.
Adult learning (3)
The document discusses the concepts of pedagogy and andragogy. Pedagogy refers to the teaching of children and focuses on a teacher-centered approach where the teacher determines what is learned. Andragogy refers to adult learning and focuses on a learner-centered approach based on the idea that adults are self-directed and draw from their own life experiences. The key differences between pedagogy and andragogy are around the learner's self-concept, need/motivation to learn, experience, readiness to learn, time perspective, and orientation to learning. The document provides examples of how to apply andragogical principles in training adults by linking learning to their needs and experiences and allowing them to take responsibility for their own
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Malcolm Knowles
Malcolm Knowles was an American educator known for popularizing the concept of andragogy, or the idea that teaching methods for adult learners should differ from those for children. He proposed that adult learners are self-directed, draw on life experiences, are problem-centered rather than content-driven, and are internally motivated. Knowles also developed the concept of learning contracts to specify learning objectives, resources, evidence of accomplishment, and validation for adult learners. His work emphasized that adult education requires methods different from traditional pedagogy due to characteristics specific to adult learners.
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Here are some suggestions for those situations:
- For a confused student, try asking direct questions to draw them out or have a private follow up conversation after.
- For a student hesitating to join a group, greet them warmly and find a way to include them (e.g. "we could use your perspective on this"). Introduce them to others.
The key is showing you notice and care about each individual student. Make an effort to understand their perspective and needs. With patience and empathy, you can help adult learners feel comfortable and motivated to learn.
Andragogy ced505
The document discusses the origins and key concepts of andragogy, the study of adult learning. It notes that the term was first coined in 1833 and introduced to English speakers in 1926. It was pioneered as a theory of adult learning in the 1950s-1960s by Malcolm Knowles, who defined andragogy as "the art and science of helping adults learn." Knowles is recognized as popularizing the use of the term andragogy to refer to adult education. Key aspects of andragogy include that it views learning as a self-directed, problem-based, and collaborative process between teacher and learner.
Adult Learning Styles and Training Methods
This document discusses adult learning principles and effective training methods for adult learners. It begins by introducing Dr. Charles Ware and his credentials in health education. It then outlines key differences between how children and adults learn, such as adults being self-directed and needing immediate application of knowledge. The document also discusses Malcolm Knowles' theory of andragogy and six assumptions about adult learners - that they have a self-concept of being responsible for their own decisions, a need to know why they need to learn something, valuable prior experiences to contribute, readiness to learn, orientation to learning focused on real-world problems, and intrinsic motivation. It concludes by evaluating several training methods and their advantages/disadvantages for adult learners
Andragogy & pedagogy ppt of human resource management
This document discusses various theories of learning including behaviorism, cognitivism, constructivism, and adult learning theories. It provides an overview of pedagogy and andragogy, explaining key differences in how each approaches learning. Specifically, it outlines Malcolm Knowles' assumptions of andragogy, including that adults are self-directed, draw from life experiences, are problem-centered, and are internally motivated to learn. The document also summarizes Kolb's experiential learning cycle and compares assumptions between pedagogy and andragogy.
What is andragogy
The document discusses andragogy, the method and practice of teaching adult learners. It defines andragogy as the process of helping adults learn, and outlines some key differences between andragogy and pedagogy. Some of the main principles of andragogy discussed include that adult learners need to understand why something is important to learn, have freedom to direct their own learning, and learn best through experience. The document also provides tips for instructors on understanding andragogy, planning lessons, managing the classroom, inspiring students, and continuing self-improvement when teaching adult learners.
Motivating adult learners: Andragogy versus pedagogy
Adult Learners Week 2015 presentation about Malcolm Knowles and his writings on adult education (andragogy) and the difference to pedagogy.
Adult learning 2015
This document discusses theories of adult learning and principles of teaching adults. It defines key terms and outlines several theories of adult learning, including andragogy, reinforcement theory, experiential learning, information processing theory, and characteristics of adult learners. Theories focus on how adults learn through experience, problem-solving, and self-directed learning. Principles for teaching adults emphasize involving them in the planning, making learning relevant, and capitalizing on life experiences. The document also addresses what motivates adult learners and potential barriers to adult learning.
The Adult Learner
The document outlines the key differences between pedagogy and andragogy. Pedagogy refers to teaching children and involves a teacher-centered approach where the teacher determines what, how, and when learning occurs. Andragogy refers to teaching adult learners and involves a learner-centered approach where adults take responsibility for their own learning process. The andragogy model is presented which incorporates six core adult learning principles: the learner's need to know, self-concept of the learner, prior experience of the learner, readiness to learn, orientation to learning, and motivation to learn. Individual and situational differences that impact learning are also addressed.
Adult learning
This document discusses adult learning (andragogy), which is defined as the art and science of helping adults learn. It notes that Malcolm Knowles theorized adult learning. Some key principles of adult learning are that adults are self-directed, goal-oriented, and need to be shown respect. Motivation is an important aspect of adult learning, which can come from social relationships, expectations, welfare, advancement, or cognitive interest. Critical elements of learning are motivation, reinforcement, retention, and transference. Factors that influence adult learning include preparing learners, setting the right climate, mutual planning, and evaluation. Adult learning is important to help economies and communities grow.
Adult Learning Principles Cycle
This document discusses key principles of adult learning known as andragogy. Andragogy focuses on self-directed learning and views the teacher as a facilitator rather than presenter. Adults are motivated internally and learn best when new information is relevant, participatory, builds on experience, and allows for self-directed learning. Adults retain information best through active, hands-on participation including hearing, seeing, and doing new skills.
Strategies for Teaching Creativity and Critical Thinking
The document outlines strategies for developing creativity and critical thinking presented by Page Bowden on July 25, 2016. It provides five strategies for promoting creativity, such as establishing expressive freedom and allowing mistakes. It also lists five strategies for critical thinking, like urging students to be reflective and utilizing inquiry based questioning. The document concludes by citing references for the strategies.
Andragogy Meets Theory of Learning
Andragogy by Malcom Knowles is an adult learning theory. This slide series combines Andragogy with Gagnés Nine Events of Instruction
Adult learning
Adult learning:Adult education, distinct from child education, is a practice in which adults engage in systematic and sustained self-educating activities in order to gain new forms of knowledge, skills, attitudes, or values
Adult learning environment april 15
This document discusses the adult learning environment and provides information on several related topics:
- It outlines dimensions of competency including task skills, task management skills, and contingency management skills.
- It discusses that adult learners are self-directed and bring life experiences to learning. Facilitators should recognize various learning theories and styles.
- Barriers to learning for adult learners are discussed such as time constraints, language/literacy issues, and fear of failure.
- The importance of establishing a safe and inclusive learning environment is emphasized, including considerations for venue safety and inclusivity.
Teaching Adult Learners - TEACH Academy
Here are two assessment items I created based on the information in the video:
Multiple choice item:
Which of the following is NOT considered a formal assessment?
A) Quizzes
B) Discussions
C) Tests
D) Projects
True/false item:
Assessments should be directly aligned with the objectives and activities covered in class.
Characteristics of adult learning principles
Adult learners have different characteristics than child learners. Andragogy is the theory of adult learning as described by Malcolm Knowles, who coined the term. Key principles of andragogy include that adult learners are self-directed, draw on life experiences, are goal-oriented and want learning to be relevant and practical. Adult learners prefer to direct their own learning and connect new knowledge to their existing experiences and goals.
Adult learning
This document provides an overview of learning theories and models related to adult learning. It discusses several key concepts:
- Constructivism theory holds that individuals construct new knowledge from their experiences through processes of accommodation and assimilation. Learning is an active process.
- Background, culture, motivation, and responsibility of the learner impact how adults learn. Adult learners need direct, concrete experiences and relevance to their work and lives.
- Models like Kolb's learning styles and Felder-Silverman learning styles break down learning preferences into dichotomies like active/reflective, sensing/intuitive, visual/verbal, and sequential/global. These provide guidance on teaching methods that align with different learner preferences.
Facilitating the Adult Learner
The document discusses characteristics of effective facilitators for adult learners. It provides 5 key points:
1) Facilitators must understand that adult learners are typically self-directed, rely on life experiences, and are ready to learn things they can apply immediately.
2) Facilitators must learn about the learner, master the subject, assess comprehension levels, and develop empathy for the learner's perspective.
3) Facilitators must be well-organized and present information logically and progressively based on the learner's needs and interests.
4) Facilitators must understand the learner's existing knowledge and learning style to determine the best way to guide them.
5) Facilitators must understand
How Do Adult Learners Learn?
This document discusses adult learning and how adult learners learn best. It defines adult learners as typically ages 25 and older who bring life experiences and established beliefs to learning. Adult learning theory suggests adults learn best in problem-based and collaborative environments. Characteristics of adult learners are that they are self-directed, goal-oriented, and want learning to be relevant. Adult learners learn best when their experiences are valued, learning is active and fills immediate needs, and when new material relates to their existing knowledge.
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Teaching adults is not like teaching children. Find out why and how to distinguish between the two disciplines.
Knowles theory of Andragogy.pptx
Malcolm Knowles developed the theory of andragogy, which focuses on adult learning principles rather than pedagogy which is based on teaching children. Knowles believed that adults learn best when they have control over their learning. He identified key assumptions about adult learners including that they are self-directed, draw on life experiences, are problem-centered, and want learning to be immediately applicable. Knowles developed principles for adult education based on involving learners in planning, using experiences for learning activities, focusing on relevance, and taking a problem-centered approach rather than content-driven.
Pl2 anda peda
This document discusses the differences between pedagogy and andragogy as approaches to teaching. Pedagogy refers to teaching children, focusing on a teacher-centered approach where the teacher's experience is most influential. Andragogy refers to teaching adults and is based on six assumptions about adult learners: they are self-directed, draw on life experiences, learn based on real-world application, and are internally motivated. Andragogical principles promote critical thinking, problem-solving, and self-directed learning. When applied to an academic setting, andragogy positions the learner as an experienced resource and emphasizes relevance, problem-centered orientation, and internal motivations for learning.
N. Kerstetter. Incarcerated Learners
This document discusses the principles of andragogy, or adult learning theory, and their application to incarcerated learners. It outlines Malcolm Knowles' definition of andragogy as "the art and science of helping adults learn" through problem-based, purposeful and collaborative approaches rather than didactic teaching. The document then discusses how the six principles of adult learning - being internally motivated, drawing on life experiences, being goal-oriented, needing relevance, being problem-centered, and desiring respect - can be applied to improve learning experiences for incarcerated adults.
14517181.ppt
Malcolm Knowles was an American adult educator who is famous for developing the theory of andragogy. Andragogy refers to the process of teaching adults and focuses on the learner rather than the teacher. Knowles believed adults learn best when they have control over their learning. He identified four key assumptions about adult learners: they are self-directed, draw on life experiences, are problem-centered, and are motivated by subjects with immediate relevance. Knowles proposed six principles for adult learning, including involving learners in planning, acknowledging the value of experiences, addressing readiness to learn, and focusing on problems rather than content.
Pedagogy or child learning
Pedagogy refers to the art and science of teaching children and is based on assumptions about child learners being dependent on the teacher, having limited experience, and viewing learning as acquiring knowledge from the teacher. Pedagogy involves teacher-directed learning and evaluation based on grades. Andragogy refers to adult learning and is based on adults being self-directed, having accumulated experience to draw from, and applying knowledge immediately. Andragogy involves flexible, collaborative learning between teachers and students. The key differences between pedagogy and andragogy are that pedagogy is teacher-centered while andragogy is learner-centered, and pedagogy focuses on content transmission while andragogy focuses on process and personal development.
Theories of learning
This document provides information about transformational learning theory. It discusses key thinkers in the development of the theory like Jack Mezirow who formulated the theory in 1975. Mezirow defined transformational learning as "a deep structural shift in basic premises of thoughts, feelings and actions". The document then outlines Mezirow's seven phases of transformative learning which include a disorienting dilemma, self-examination, critical assessment of assumptions, planning a course of action, acquiring knowledge, provisionally trying new roles, and building competence/self-confidence. It also discusses principles of the transformative theory and provides examples of how to apply transformative learning in practice by giving students opportunities to learn new perspectives and question assumptions.
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Andragogy copy
- 2. Post the Skill Test, How would you as the facilitator re-formulate the Learning Goals for this young recruit? Would you apply the same learning strategy for Children and Adults?
- 4. • Understand the Theory of Adult Learning & the Assumptions • Identify the Characteristic difference between Child/Adult Learners • List out the Learning outcome based on the AL Theory • And understand the Condition for Adult Learning to take place Objective
- 5. ANDRAGOGY = Adult Leading The process of engaging Adult learners in the structure of the learning experience. The Art & Science of helping Adults learns
- 6. PEDAGOGY = Child Leading The process of engaging Child learners in the structure of the learning experience. The Art & Science of helping Children learn
- 7. • Have limited Experience to draw upon • Rely on others to decide what to learn • Accept information at face value • Learning is useful in long term future • Rewards / Punishments CHILDREN Learners Characteristics ADULT • Draw from Past Experience • Decide for themselves what is important to be learned • Need to validate the information based on their beliefs & experiences • Develops from life tasks & problem centered • Incentives / Self development
- 8. ANDRAGOGY • The term originally coined by Alexander Kapp, a German educator in 1833. • It was first introduced to English speakers in 1926 by Eduard Linderman. • In 1960’s the term - Andragogy was pioneered as a theory & model of adult learning by Malcolm Knowles, an American practitioner and theorist of adult education, defined andragogy as “the art and science of helping adults learn”.
- 9. o The core of Knowles’ theory is based upon the Characteristics of Adult learners. o Andragogy emphasizes that learning processes are different between adults and children, he contended that teaching should be different. o In order to understand this, Knowles theory holds a set of 5 Assumptions about how adults learn. Concept of ANDRAGOGY Theory
- 10. 5 Assumptions The Learner’s Self Concept Role of Experience Readiness to Learn Orientation to Learn Motivation to Learn
- 11. 1) Self-Concept ✘ An Adult’s Self-concept matures from child to adult ✘ Adults are mostly self directed and independent ✘ Adult learners prefer to be free to make their own decisions.
- 12. 2) Role of Experience ✘ Adults bring life experiences and knowledge to learning experiences ✘ Adults add context to learning practices by drawing from prior experience. ✘ Adults can relate theories and concepts; by recognizing and acknowledging the value of experience in learning.
- 13. 3) Readiness to Learn ✘ Readiness to learn increases as they move from one role to another. ✘ Goal Oriented ✘ Adult Learner requires a reason for learning to understand the value ✘ What “they need to know” and “be able to do” in order to cope in real life situations.
- 14. 4) Orientation to Learn ✘ Adult learners apply learning immediately to solve real-world problems. ✘ Learning is Life centered, focused on tasks and problems rather than being subject centered. ✘ Adults wish to learn content that translates into immediate action and application.
- 15. 5) Motivation to Learn ✘ Although Adults will respond to some external motivators – Promotion, new job / technology. ✘ As a person matures, Adults rely on internal motivation to prompt self learning & development.
- 16. ADULT LEARNING SELF CONCEPT ROLE OF EXPERIENCE READINESS TO LEARN MOTIVATION TO LEARN ORIENTATION TO LEARN Exercise
- 17. # 1. GOAL ORIENTED # 2. USE EXPERIENCE AS A RESOUCE # 3. CORELATE WITH THE KNOWLEDGE # 4. APPLICATION OF KNOWLEDGE # 5. REAL WORLD PROBLEMS # 6. PERMIT IDEAS TO CHALLENGE & DISCUSS # 7. ACTIVE LEARNER’S PARTICIPATION Outcomes of ANDRAGOGY Theory
- 18. L # Let’s DISCUSS E # Experience Based A # Active Involvement R # Relevant Content N # Numerous Activities Conditions of Adult Learners
- 21. SlidesCarnival icons are editable shapes. This means that you can: ● Resize them without losing quality. ● Change fill color and opacity. Isn’t that nice? :) Examples: