ADULT TEACHING

(EDUCATION)

BY:- FIROZ QURESHI DEPT. PSYCHIATRIC NURSING

Adult education is a formal and informal system of education for older and mature persons. It is carried out on a part- time basis and its entirely voluntary. It involve a conscious effort towards developing the individual capabilities of adult by the public or private agencies through informational , cultural , remedial , vocational , recreational , professional and other means.

INTRODUCTION

Malcolm Knowles coined the word andragogy in 1970. Most of us are more familiar with the term pedagogy as the process of helping children learn. Andragogy is the art and science of helping adults learn.

ADULT- An individual who performs roles associated by our culture with adults (worker, spouse, parent, soldier, responsible citizen)

An individual who perceives himself or herself to be responsible for his/her own life.

MEANING OF ADULT LEARNING

LEARNING-

Learning is a change in behavior. Change in knowledge or skill. Acquiring new information and knowledge is part of everyday adult life.

Adults seek out learning opportunities. Learning is an individual process.

ANDRAGOGY- The art and science of helping adults learn.

Adult learn differently , depending upon experience , aptitude , attitude.

DEFINITION

Control over learning. High motivation to learn. Pragmatic in learning. Learning may be a secondary role. Resistant to change. Adult learners are more diverse. Draw on past experiences in learning. Learning is often self-initiated. Learning is aimed at an immediate goal.

CHARACTERISTICS OF ADULT LEARNING

Life long learning Professional developmentSkill and technology improvementSocial benefitsHelps adults be self-directedEncourages transformational learning Promotes emancipatory learning and social action

IMPORTANCE Of ADULT LEARNING

1) Needs Assessment a) Provides direction b) Engages the learner i) Avoids frustration ii)

Avoids boredom c) Assess student’s point of view, background,

knowledge

2) Safety a) In the environment and the process b) Context made safe c) Student feels safe to share ideas with tutors

VELLA’S TWELVE PRINCIPLES OF ADULT LEARNING

3) Sound Relationships a) External exams create a different

relationship between teacher and learner b) The teacher becomes a coach c) Be human - talk to each other, but be

mindful of personal boundaries. Allow the learner to see you as a person not an expert

4) Sequence and Reinforcement a) Emphasize fewer, simpler

rules/principles b) Brief review of prior session and

collaborate goal setting for present session

c) Start from strengths assess plan teach evaluate assess plan .

5) Praxis: Action with Reflection or Learning by Doing

a) Concept maps and outlines b) Encourage experimentation i) Make use of online resources for self-study

c) Encourage critical thinking

6) Respect for learners as subjects of their own

learning a) Respecting the learning style of the student and honouring their processing of information

b) By asking the learner what is the problem – they begin to make decisions about what they will work on

7) Cognitive, affective, and psychomotor aspects of learning

a) Look for ways to engage the senses in learning – walk and talk i) Attempt to get a student to use what they are learning in day-to-day interaction with family,

friends, etc. - i.e. language skills

8) Immediacy for Learning a) Use the student’s interests as content b) How does the material relate to the learner’s life and goals

9) Clear Roles and Role Development a) Ask student what they need from you as a tutor

b) The tutor is a resource for the student to use

10) Teamwork a) Allows for the reiteration from their own peers or in other student’s own words

b) A student may simply want someone with whom to share their learning..

11) Engagement a) Articulating their problems - why they have

come for tutoring b) Making personal connections to what they are

learning ? c) Building on prior knowledge/learning d) Using real life experiences as valid learning

tools

 12) Accountability a) Responsibility for learning b) Communication/clarify essential c) In context of relationship with tutor/learner d) Where are we in the learning process -

reflection

  Lack of confidence in learning capacity Fear of looking weak in the group Want to avoid making mistakes Reduced speed of learning More resistant to change Highly conservative Difficulty accepting views of others Wide inter-individual differences  

CHALLENGES IN ADULT LEARNING :

MOTIVATION

TRANSFERENCE

RETENSION

REINFORCEMENT

CRITICAL ELEMENTS OF LEARNING

Vocational / professional Education for family and society Personal enrichment Remedial

TYPES OF ADULT LEARNING

The learning cycle is a dynamic process that involves four specific stages:

1. Concrete Experience - (a new experience of situation is encountered, or a reinterpretation of existing experience).

2. Reflective Observation (of the new experience. Of particular importance are any inconsistencies between experience and understanding).

KULB’S ADULT LEARNING CYCLE

3. Abstract Conceptualization (Reflection gives rise to a new idea, or a modification of an existing abstract concept).

4. Active Experimentation (the learner applies them to the world around them to see what results)

Malcolm Shepherd Knowles (1913 – 1997) was an American educator well known for the use of the term Andragogy as synonymous to the adult education. According Malcolm Knowles, andragogy is the art and science of adult learning, thus andragogy refers to any form of adult learning.

  The term andragogy can be supposedly equivalent to

the term pedagogy. Andragogy in Greek means the man-leading in comparison to pedagogy, which in Greek means child-leading.  However, it should be noticed that the term pedagogy is used since the Ancient Greek times while Alexander Kapp, a German educator, originally used the term andragogy in 1833.

THERIES OF ADULT LEARNING

In 1980, Knowles made 4 assumptions about the characteristics of adult learners (andragogy) that are different from the assumptions about child learners (pedagogy). In 1984, Knowles added the 5th assumption.

1-Self-conceptAs a person matures his/her self concept moves from one of being a dependent personality toward one of being a self-directed human being

2-Adult Learner ExperienceAs a person matures he/she accumulates a growing reservoir of experience that becomes an increasing resource for learning.

Knowles’ 5 Assumptions Of Adult Learners

3-Readiness to LearnAs a person matures his/her readiness to learn becomes oriented increasingly to the developmental tasks of his/her social roles.

4-Orientation to LearningAs a person matures his/her time perspective changes from one of postponed application of knowledge to immediacy of application, and accordingly his/her orientation toward learning shifts from one of subject- centeredness to one of problem

centeredness.

5-Motivation to LearnAs a person matures the motivation to learn is

internal.

EVENING & PART TIME DAY CLASS

SERVICE- CLASS PEOPLE

ORGANIZED EARNESTLY & SYESMATICALLY

ADULT EDUCATION IN INDIA/SOCIAL EDUCATION