Adult learning theory

1. Adult learning theory Do I have to go to that PD session?

2. Introduction • Adult learning theory arose from the belief that adults learned differently to children • Malcolm Knowles is acknowledged as a pioneer in the field of Adult learning • Discussion today will move from theory to practice- • From pedagogy to heutagogy • Altruistic goals of PD • Characteristics of the learner • Implications for PD • Role of self concept and motivation • Implications for PD • Strategies • Implications for PD

3. Why is this important? • -Role of improving teaching in student achievement is paramount • -Increased accountability principals need to attend to this • -Importance is reflected in Principal Quality Practice • 3. Leadership Dimension – Leading a Learning Community • The principal: • Promotes and facilitates meaningful professional development for teachers and other staff

4. Pedagogy to Heutagogy • Pedagogy-teacher decides what to learn AND how to learn • Andragogy-(Knowles)- learner determines what to learn BUT not how to learn • This is a linear approach • Heutagogy (Hase and Kenyon)- learner determines what to learn AND how and when • Takes account of intuition and double loop learning; not linear and not necessarily planned

5. Pedagogy to Andragogy to Heutagogy Heutagogy Andragogy Pedagogy

6. The goal of an adult learning culture The ultimate goal of PD is to have autonomous, self-directed learners who learn so as to better themselves and their teaching and learning practices.

7. Jarvis’ assumptions following Knowles Smith (1996; 1999)

8. Adults want to be the origin of their own learning and will resist learning activities they believe are an attack on their competence. Thus, professional development needs to give participants some control over the what, who, why, when, and where of their learning. (Adult learning theory)

9. Characteristics of adult learners Autonomous and self-directed Goal-oriented Respect

10. Implications for Professional Development

11. Adult learners come to learning with a wide range of previous experiences, knowledge, interests, and competencies. This diversity must be accommodated in the professional development planning. (Adult learning theory)

12. Characteristics of adult learners continued Life experience and knowledge is important Practical Relevancy oriented

13. Implications for Professional Development

14. Self concept • Professional Development must be structured to provide support from peers and reduce the fear of judgment during learning • Requires not only that the teacher be proficient in the subjects and techniques about to be shared, but also that a strong inner sense of self identity and integrity • If adults experience is not used or valued, it is not just the experience that is being rejected-adults feel rejected as persons • Adults will commit to learning when the goals and objectives are considered realistic and important to them • Capability Model of learning (Stephenson and Weil, 1992) states that amongst other qualities that capable learners have a high degree of self-efficacy .

15. Motivation • When people define themselves as adults they no longer see themselves as full-time learners. Instead, they see themselves as doers and so a pedagogical approach to adult learning will seem patronizing and inconsequential. • Adult learners need direct, concrete experiences in which they apply the learning in real work • Adults need to see that the PD learning and their day to day activities are related and relevant.

16. Implications • -PD needs to be job embedded and directly related to their reality • -Time needs to be setup for collaboration • -PD needs to give participants control over the what, how, why, when, and where of their learning • -District wide or even school wide sessions do little to engage the participants • -Any link to teacher supervision needs to be clear • -Inference can be made that a positive school climate can help the process • -Leaders need to provide resources to help participants (internal or external)

18. Critical Elements of Learning • Motivation • Reinforcement • Retention • Transference (Leib, 1991)

19. Motivation • Participants must see need for information • Establish rapport with participant and prepare for learning by: • Set a feeling or tone for the lesson • Set an appropriate level of concern • Set an appropriate level of difficulty

20. Reinforcement • Positive reinforcement – reinforces “good” behaviour • Negative reinforcement – trying to change modes of behaviour – lead to extinction • This is not punishment

21. Retention • Instructors’ jobs are not finished until they have assisted the learner in retaining the information • Participants must see a meaning or purpose for that information • Must be able to interpret and apply the information • If participants did not learn it well initially, they will not retain it well

22. Transference • Positive transference – when participants use the techniques and behaviours taught in the course • Negative transference – occurs when participants do not do what they are told not to do – results in positive outcome • Transference is most likely to occur in the following situations: • Association – associate the new info with something they already know • Similarity – info is similar to material already known • Degree of original learning – degree or the original learning was high • Critical attribute element – information learned contains elements that are extremely beneficial (critical) on the job

23. Techniques used in adult education Three broad categories • Teacher orientated techniques • Interactive techniques • Independent techniques (Piderit and Quijano, 2002)

24. Teacher Orientated Techniques • Lecture • Used when subject matter requires specific information • The learning community is large (and space allows) • Should be have structured outline, give mini-summaries, allow participation and time for reflection and feedback • Questioning techniques • Increase student participation • Used for summarizing, understanding, critical thinking, problem solving or stimulating creativity • May be closed or open, depending on the goals of the content • Freedom of the environment must be considered

25. Interactive Techniques • Discussion groups • Can target almost any level • Requires structured large and small groups • Must remain focused on the subject-matter • ‘Circle responses’, ‘Brainstorming’, ‘Debates’, ‘Guided discussion’ • Case study • Real life problems told as a story • Challenges participants to find recommendations and solutions • Mainly used in teaching knowledge, values and attitudes

26. Interactive Techniques (con’t) • Group work • Multiple techniques involving approx 2-6 participants • Given task that involves collaboration and self initiated conversation • Considered vital: offers an embracing climate, learner responsibility and autonomy, and moves towards self directed learning • Cooperative learning • Small peer learning groups to enhance classroom interaction and achieve learning purposes • Leader must structure the basic components and be able to monitor and facilitate group process

27. Interactive Techniques (con’t) • Programmed Field Work • Practicum - Occurs in a natural setting • Applies and integrates theory with practice • Role playing • Re-creation of real life situation, acted out in front of the group • Develops interpersonal skills and can induce real emotions • Simulations and Games • Provide a fun break and allow participants to relax • Model real life situations in concrete or abstract • Encourage rules, principles, concepts and decision making

28. Independent Techniques • Programmed and modularized instruction • Highly structured printed or computerized programs (distance learning or online learning) • Content broken into sequenced steps • Learner can work at his or her own pace • Independent Learning Packages • Independent or prescribed materials selected in consultation with the teacher, based on learner’s needs and level • Curriculum can be tailor made for each learner

29. Independent Techniques (con’t) • Self-directed learning techniques • Learner develops his or her own plan for learning • Includes goals (outcomes), resources, strategies and evaluations • Teacher is consulted in making plan and acts as facilitator • May require learning contract to ensure requirements for course of study are met

30. Conclusion • The ultimate goal of adult learning, in respect to K-12 education, is improving student learning • While some strategies remain the same, it is generally accepted that adults learn differently than children (Pedagogy vs. Andragogy) • While children are primarily directed to go to school, adult learning is generally voluntary, especially in respect to gathering and implementing the information learned • The move to Heutagogy – that is self directed learning – should be the ultimate goal

31. References • Adult learning theory. Retrived July 11, 2008, from http://www.ncrel.org/sdrs/areas/ issues/ methods/technlgy/te101k12.htm • Hase, S and Kenyon, C, (2000). From andragogy to heutagogy. Retrieved July 14, 2008, from ultiBASE, http://ultibase.rmit.edu.au • Lieb, S, (1991). Principles of adult learning. Retrieved July 13, 2008, from http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guideby/teachtip/adults-2.htm • Piderit, G.A. and Quijano, L.F (2002). What are the main techniques used in adult education? In D. Schugurensky (Ed), Questions and Answers on Adult Education. Retrieved July 13, 2008 from http://fcis.oise. utoronto.ca/~daniel-schugurensky/faqs/qa14.html • Smith, M.K. (1996;1999) Andragogy, The encyclopeadia of informal education. Retrieved July 17, 2008, from http://www.infed.org/lifelonglearning/b-andra.htm • Terehoff, I.I. (2002). Elements of adult learning in teacher professional development. NASSP Bulletin, 2002; 86;65. Retrieved July 13, 2008, from http://bul.sagepub.com/cgi/content/abstract/86/632/65