Andragogy - Greenfield Community College

Lisa A. Sheldon, MS, M.Ed
Greenfield Community College
Teaching, Learning and Student Development Conference
April 5, 2013
It’s not just about age….
What makes adult learners different?
 Life stage
 Time commitments
 Maturity
 Prior academic experiences impact approach to learning
 Academic goals and needs
 Career focus and personal fulfillment
 Social comfort in the classroom
 Technological skill and comfort
 …and more
What is andragogy?
The practice of teaching adults using specific strategies to:
 Meet their needs as learners
 Honor their preferences for teaching and learning style
 Make use of their prior learning and experiences
 Build skills that solve “real world” problems
 Speak to adult levels of maturity and independence
 Capitalize on internal motivation
What is andragogy?
 http://www.youtube.com/watch?v=vLoPiHUZbEw
Why use Andragogy?
 Builds strong learning communities
 Responds to the needs of adult learners
 Respectful of students’:
 Time
 Goals
 Learning needs
 Readies younger students for future challenges
 Develops learning and life skills
 Redistributes responsibility for learning
Andragogy’s Core Principles
1. Learner’s Need to Know
2. Self-concept of the Learner
3. Prior Learning Experience
4. Readiness to Learn
5. Orientation to Learning
6. Motivation to Learn
Knowles, Holton & Swanson (2011)
Learner’s Need to Know
Pedagogy
 Dictated by teachers and
the state
 Curriculum
Andragogy
 Focused on real world
problems
 Opportunity to solve
problems and reach goals
Goal:
 For instructors to:
 Build connections
 Promote application
Learner’s Need to Know
How can instructors honor this andragogical principle?
 Help learners identify life-problems resulting from their
learning needs
 Help learners clarify their own aspirations
 Raising awareness of need for learning

Careers, life skills, performance & life improvement
 Make a case for learning
 Exposure to new ideas and fresh perspectives
 Explain why certain things are taught
 Provide learning objectives for all assignments
Learner’s Self Concept
Pedagogy
 Dependent personality
 Teacher is leader
Andragogy
 Increasingly independent
 Self-reliant
 Self-directed
Goal:
 For instructors to:
 Promote independence
 Share leadership
 Build community
Learner’s Self Concept
How can instructors honor this andragogical principle?
 Create a culture of self-direction and independence.
 Promote student leadership opportunities in the
classroom.
 Seek to build relationships of trust, respect and
cooperation between learners.
 Since adults are self-directed, instruction should allow
learners to discover things for themselves, providing
guidance and help when mistakes are made.
Prior Learning Experience
Pedagogy
 A foundation for future
learning
Andragogy
 A resource for learning for:
 Self
 Others
Goal:
 For instructors to:
 Promote sharing
 Activate prior learning and
experience
 Understand how previous
academic experience shapes
current learning and behavior
Prior Learning Experience
How can instructors honor this andragogical principle?
 Communicate value in experience.
 Help learners exploit their own experiences.
 Provide opportunities for sharing experiences as they
relate to learning.
 Examine previous academic experiences and watch for
blocks to current learning.
 Instruction should be task-oriented instead of
memorization -- learning activities should be in the
context of common tasks to be performed.
Readiness to Learn…and do
Pedagogy
 Dictated by:
 Teacher
Andragogy
 Develops from life tasks
and problems
 Curriculum
 State
Goal:
 For instructors to:
 Build the class with
students
 Offer options (when possible)
Readiness to Learn…and do
How can instructors honor this andragogical principle?
 Instruction should take into account the wide range of
different backgrounds of learners.
 Learning materials and activities should allow for
different levels and types of previous experience.
Motivation
Pedagogy
 External rewards
 Punishments
Andragogy
 Internal incentives
 Some external motivators
 Curiosity
 Problem-solving
Goal:
 For instructors to:
 Learn what motivates
their students
 Tap into that motivation
 Stoke that motivation
Motivation
How can instructors honor this andragogical principle?
 Ask why students are enrolled and what they need to
learn.
 Watch for potential blocks:
 Negative self-concept
 Doubt
 Inaccessibility to opportunities or resources
 Time constraints
 Programs and classes that violate principles of adult
learning
Orientation toward learning
Pedagogy
 Subject-centered
Andragogy
 Task or problem centered
 Life-centered
Goal:
 For instructors to:
 Link learning with life
goals and opportunities
to solve problems
 Make it relevant and
timely!
Orientation toward Learning
How can instructors honor this andragogical principle?
 Adults are most interested in learning subjects that
have immediate relevance to their job or personal life.
 Adult learning is problem-centered rather than
content-oriented.
What activities and strategies enhance your learning?
Can these be applied to your classroom?
Andragogical principles in the classroom
Core Adult Learning Principles (Knowles, Holton & Swanson, 2011; Merriam &
Brockett, 2007)
Relevant & Meaningful Objectives
2. Self-concept of the Learner= Trust, Preferences & Flexibility
3. Prior Learning Experience= Sharing, Chunking & Scaffolding
4. Readiness to Learn=
Preparation & Clarity
5. Orientation to Learning=
Objective-oriented Lessons
6. Motivation to Learn=
Engagement & Personal Development
1. Learner’s Need to Know=
Applying Andragogical principles
Class set up
 First day of class:
 Applies to both online & traditional classrooms
 Class introductions help to create community
 Discuss the direction they would like the class to take
 Discuss class set-up and assessments
 Provide choice when possible
 Goal:
 Get students involved in their own instruction
Applying Andragogical principles
Course administration
 On going
 Manage challenges from multiple perspectives
 Ask for feedback
 Continue to get to know your students as both learners
and people
 Goal:
 Get students involved in their own instruction
Applying Andragogical principles
Course management & work strategies
 Work and knowledge building





Draw on student experiences
Present and solve “real world” problems
Share learning objectives for each assignment
Create meaningful work (avoid busy work)
Use ACTIVE LEARNING strategies when possible
 Helpful strategies include:
 Case studies, role playing , simulations & self-evaluation
 Goal:
 Partner with students to create a valuable class experience and
help them meet individual educational goals
Applying Andragogical principles
Problem-solving with adult students
 Strategies to consider
 Offer multiple assessment strategies
 Recognize students who are struggling
 Reach out (often more than once)
 Ask questions and listen to the answers
 Goal:
 Engagement! Persistence! Dedication!
Applying Andragogical principles
Creating Community
 Strategies to consider
 Provide opportunities for students to be experts
 Design activities that recall experience
 Goal:
 Engagement! Persistence! Dedication!
References:
Jarvis, P. (2011) Adult Education and Lifelong Learning: Theory and Practice. London.
Routledge
Knowles, M.S., Holton, E.F., & Swanson, R.A. (2005). The Adult Learner. Oxford, UK:
Butterworth-Heinemann.
Merriam, S.B. & Brockett, R.G. (2007) The Profession and Practice of Adult Education:
An introduction. San Francisco, CA: Jossey-Bass, Wiley & Sons.
 Photo credits:

Runner in blocks: http://www.guardian.co.uk/public-leaders-network/2012/nov/20/best-practice-exchange-introduction

Confident man: http://timemanagementninja.com/2012/07/10-reasons-why-confidence-leads-to-success/

Woman in library: http://chronicle.com/article/Where-Life-Earns-Credit-/64618

Need to know: http://blog.shamrockfinancial.com/blog/bid/92875/The-3-8-Obamacare-Tax-What-You-Need-to-Know

Adults at computer: http://www.uakron.edu/adults/

Orientation: http://www.allfivesenses.com/what-we-do/navigation-courses/map-compass/the-three-navigators/

Man out walking: http://www.geograph.org.uk/photo/2876721