BASIC PRINCIPLES AND PRACTICES FOR TEACHERS OF NON-TRADITIONAL, ADULT STUDENTS

1. BASIC PRINCIPLES AND PRACTICES FOR TEACHERS OF NON-TRADITIONAL, ADULT STUDENTS by Joseph Flowers, M.P.A., M.A., Ph.D.

2. “I never teach my pupils. I only attempt to provide the conditions in which they can learn.” Albert Einstein

3. The Pedagogical Model • “The art & science of teaching children.” • Assigns full responsibility to the teacher about what should be learned, how it should be learned, and even if it should be learned…very teacher-centered. • Assumes students are dependent, submissive recipients of learning.

4. Students bring to the classroom little experience that could serve as a resource for learning. • Assumes students are extrinsically motivated to learn. • Learning is subject-centered. • The educational focus is on the transmittal of knowledge – “information dumping.”

5. In 1833, Alexander Kapp, a German educator coined the term “andragogy.” • In 1926, Edward Lindeman, extended the concept. • In 1973, Malcolm Knowles published “The Adult Learner: A Neglected Species.” Knowles is referred to as the “Father of Adult Education.”

6. The Andragogical Model • Knowles defined Andragogy as “the art & science of helping adults learn.” His central argument was that adults learn differently than children. • Knowles espoused six assumptions that differentiated Andragogy from Pedagogy:

7. Role of Experience – Adults have accumulated an expanding reservoir of life experiences; adults learn best by drawing from this previous experience. • Orientation to Learning – Adults have a problem-centered orientation to learning which requires the learning of today to be put in place and used tomorrow. Adults learn for immediate application.

8. Need to Know – Adults need to know why they should learn something – what is the value? • Adults are Intrinsically Motivated to Learn – For adults, the responsibility of motivation lies within the student.

9. Changes in Self-Concept – As a person grows and matures, their self-concept moves from total dependence to one of increasing self-directedness, autonomy, and independence. • Readiness to Learn – As adult’s age, their readiness to learn is decreasingly a product of biological development, but rather it is more increasingly the product of developmental tasks required for personal performance.

10. WII-FM(What’s In It – For Me) Role of experience/Orientation to Learning • Create a need • Why do students need this information? • How will it benefit them? • How can they us it in a practical way? • Do students know what to expect?

11. What is the payoff for the learner? • Adults seek out a learning experience because they have a use for the knowledge or skill – it has value. • Adults apply learning to problem-solving situations. • Adults feel the application of information is the primary motivation for undertaking the learning project.

12. Meaningfulness, purpose, job relatedness, practicality, realistic and relevance of material must be ensured. • Facilitators must apply content to life experiences. • In adult education, the greater emphasis needs to be on the use of experiential learning techniques such as problem-solving, discussion, and experiential exercises.

13. MMFG – AM(Make Me Feel Good – About Myself) Need to Know/Intrinsic Motivation • Adults have a need to know why they should learn something; they must understand why the learning is useful and why these new skills must be mastered. • Instructors should value the learners’ life experiences

14. Adults learn best when they voluntarily make an internal commitment to learn. • When learners are committed out of their own choice to learning what needs to be learned, the learning process will be more effective.

15. Develop a sense of personal responsibility. • Adult learners are responsible for their own learning. • Learning does not just take place in the classroom; most adults will take responsibility for their own learning. • Adults tend to be independent and direct their own learning.

16. Adults are motivated intrinsically. • Facilitators need to shape the learning experiences to fit the differences in each participant. • The Pedagogical Model assumes children are motivated extrinsically, such as pressure from parents and teachers and competition for grades and a diploma.

17. Adult learners are also motivated by extrinsic rewards – wages, raises, and promotions, but only to a certain point. • The more potent and persistent motivators are such intrinsic motivators as the need for self-esteem, broadened responsibilities, power, and achievement.

18. INAK – AM(I’m Not a Kid – Any More) Self-Concept/Readiness to learn • Adults are more easily discouraged, anxious, lack confidence, fearful of failure, resistant to change, and troubled with problems of learning. • Adults cannot be forced to learn. They cannot be threatened, coerced, or tricked.

19. Adult learners need to feel a sense of achievement and recognition. • Self-direction does not mean isolation. Group feeling and identity should be promoted. Projects should include other people because adults learn from their peers. • Non-traditional students perform at a higher academic level than traditionally aged students.

20. Adapting Instruction to Adults – Instructors need to create a learning environment that is conducive to learning, one in which a student is self-motivated. • Assure learners know course expectations. • Introduce new skills gradually, one concept at a time.

21. Vary instructional methods and strategies. • Stimulate all of the senses; auditory, visual, and tactile (hands-on). • Use the “Whole – Part – Whole” learning approach. • Bring students experiences into the classroom.

22. Use two-way communication, frequent summarization, questions, and on-going constructive feedback. • Shorten periods of instruction. Present information in bite-sized chunks (“chunking”). • Use practice, repetition, and review.

23. Adults learn from and respond to positive reinforcement. • Use continuous assessment versus tests and exams (quizzes). • Try to reduce the need for memorization.

24. Instructors of adult students should offer their expertise • We know something beneficial • We have a grasp of the content • We are prepared to convey this information • Just because an instructor knows the content, does not necessarily mean that they will be an effective teacher of adults

25. Instructors of adult student should show empathy • This allows instructors to meet adult learners’ needs • Only requires work which demonstrates mastery and meets objectives • Show flexibility and compassion – no “busy work”

26. Show enthusiasm – Get more excited, vocal, and demonstrative. • Demonstrate clarity – Be well prepared, have lessons planned out, and have presentations well orchestrated.

27. Joseph R. Flowers, M.P.A., M.A., Ph.D. Associate Professor of Management School of Business & Leadership College of Adult and Professional Studies Indiana Wesleyan University 4301 South Washington Street Marion, Indiana 46953 (260) 248-8109 (Home) joe.flowers@indwes.edu

28. Selected Bibliography • Baskis, Richard. "Adult Learning Assumptions." ERIC Online. March 27, 2011. • Baskis, Richard. "Applying Adult Learning Theory and Development Theories to Educational Practice." ERIC Online. May 22, 1011. • Chan, Sang. "Applications of Andragogy in Multi-Disciplined Teaching and Learning." Journal of Adult Education. Volume 39, Number 2. 2010.

29. Flowers, Joseph. "Developing Life Skills: Perceptions of Graduates of the Adult, Non-Traditional Business and Management Programs at Indiana Wesleyan University." Doctoral Dissertation, Andrews University. August 2003. • Gangel, Kenneth and James Willhott, Editors. "The Christian Educators Handbook on Adult Education." Baker Books. 1993. • Harris, Sandra. "The Andragogical Model: Learning Through Life Experiences." Kappa Delta Pi Record. Fall 2003.

30. Henschke, John. "Reflections on the Experiences of Learning with Dr. Malcolm Sheperd Knowles." New Horizons in Adult education and Human Resource Development. Volume 22, Number 3/4. Summer/Fall 2008. • Kerka, Sandra. "Teaching Adults: Is it Different? Myths and Realities. ERIC Clearinghouse on Adult, Career, and Vocational Education. Number 21, 2002. • Knowles, Malcolm. "The Adult Learner: A Neglected Species." Gulf. 1973.

31. Lawson, Karen. "The Trainers Handbook." 2nd Edition. Pfeiffer. 2006. • Leith, Karen. "Adult Learning Styles and the College Classroom." Paper presented at The Annual Meeting of the American Psychological Association. August 22-25, 2002. • McGrath, Valerie. "Reviewing the Evidence on How Adult Students Learn: An Examination of Knowles' Model of Andragogy." Adult Lerner: The Irish Journal of Adult and Community Education. 2009.

32. Merriam, Sharan. "Andragogy and Self-Directed Learning: Pillars of Adult Learning Theory." New Directions for Adult and Community Education. Number 89. Spring, 2001. • Moberg, Eric. "Pedagogy is for Kids: Andragogy is for Adults." ERIC Online, January 2, 2006. • Noe, Raymond. "Employee Training and Development. McGraw-Hill. 2008.

33. O'Connor, Bridget, Michael Bronner, and Chester Delaney. "Training for Organizations." 2nd Edition. Delmar. 2002. • Pew, Stephen. "Andragogy and Pedagogy as Foundational Theory for Student Motivation in Higher Education." Student Motivation, Volume 2. 2007. • St. Clair, Ralf. "Andragogy Revisited: Theory for the 21st Century? Myth and Realities. ERIC Clearinghouse on Adult, Career, and Vocational Education. Number 19. 2002.

34. Thoms, Karen. "They're Not Just Big Kids: Motivating Adult Learners." Proceedings of the Annual Mid-South Instructional Technology Conference. April 8-10, 2001.