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Wk 04 The Theory of Andragogy
The main principles of andragogy as put forward by Malcolm Knowles (1983)
The need to know
Students from 6th form onwards need to know why they are learning something before they start to learn. This means providing a context for learning, being clear about aims and objectives and the link to previous learning. As a last resort, linking it to an assessment need can be enough for some learners.
Self-concept
Adult students need to see themselves as self-directed moving away from being teacher dependent. Classes can start as teacher lead but should move on to independent learning activities.
Experience
Adult learners have a wealth of experience on which to draw on providing a rich resource for learners and teachers. Initial assessment and arrival activities are important for finding out what learners bring to the classroom.
Readiness to learn
Like need-to-know, adult learners are motivated to learn things will help them to deal with real-life situations. Avoid activities that will make adult learners feel they are being treated like a child or being patronised.
Orientation to learning
Adult learners are orientated towards learning through problem solving linked to real-life situations.
Motivation
Adult learners are motivated to learn through intrinsic pressure and satisfaction as opposed to external pressure to perform. Intrinsic motivation is more likely to be exhibited if the problem to be solved is of interest or important to the adult learner.
Useful source:
Sales, P., 2008. Teaching in the Lifelong Learning Sector. Maidenhead: OU Press
The need to know
Students from 6th form onwards need to know why they are learning something before they start to learn. This means providing a context for learning, being clear about aims and objectives and the link to previous learning. As a last resort, linking it to an assessment need can be enough for some learners.
Self-concept
Adult students need to see themselves as self-directed moving away from being teacher dependent. Classes can start as teacher lead but should move on to independent learning activities.
Experience
Adult learners have a wealth of experience on which to draw on providing a rich resource for learners and teachers. Initial assessment and arrival activities are important for finding out what learners bring to the classroom.
Readiness to learn
Like need-to-know, adult learners are motivated to learn things will help them to deal with real-life situations. Avoid activities that will make adult learners feel they are being treated like a child or being patronised.
Orientation to learning
Adult learners are orientated towards learning through problem solving linked to real-life situations.
Motivation
Adult learners are motivated to learn through intrinsic pressure and satisfaction as opposed to external pressure to perform. Intrinsic motivation is more likely to be exhibited if the problem to be solved is of interest or important to the adult learner.
Useful source:
Sales, P., 2008. Teaching in the Lifelong Learning Sector. Maidenhead: OU Press
Tuesday, 2 February 2010
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