Adult Learning
An Overview of the Theories
Jean MarrapodiSummer 2002ED828
What is unique about adult learners?
Adults have: More life experience to build on Competing responsibilities
Adults generally are: More resistant to new ideas Autonomous Self-directed Goal oriented Relevancy oriented
Thinking about Adult Education
Andragogy is the true method of adult learning ... life itself is the adult's school.
Martha Anderson and Eduard Lindeman, Education Through Experience (1927)
Theories Covered
Transformational LearningAccelerated Learning4MATSelf Directed LearningAndrogony
Transformational Learning
The intent of education for emancipatory action – or … perspective transformation…is the providing of the learner with:
an accurate in-depth understanding of his or her historical situation;
becoming critically aware of how and why the structure of psycho-cultural assumptions has come to constrain the way we see ourselves and our relationships,
reconstituting the structure to permit a more inclusive and discriminating integration of experience and acting upon these new understandings.
Mezirow, 1981, as quoted in Cranton, p 24
In English, Transformation Learning is
Looking at what is, and how it came to be
Looking at internal assumptionsExamining new informationIntentionally attempting to create
behavioral changes in the learner, based on new knowledge.
Goals of Transformational Learning
Ideally, in transformative learning, learners are:
becoming more reflective and critical being more open to the perspectives of
others being less defensive and more accepting
of new ideas
Transformational Learning Process
An appraisal of oneself or self-scrutiny An exploration of
ways to either explain discrepancies or to
live with them
The development of alternative perspectives or
new ways of thinking and acting
Occurrence of a trigger event that prompts inner discomfort and perplexity
The integration of new perspectives into one’s life
Brookfield, 1987 as quoted in Cranton, p 61
Name Dropping of Transformational Learning Theorists
Click the name for a biography, and research overview for their theories
Jack Mezirow – Research OverviewPatricia Cranton – Research Overview Stephen Brookfield –Research OverviewJurgen Habermas – Research Overview
KEY for Transformational Learning
The learner changes perspective and/or behavior as a result of the learning
Accelerated Learning
“Accelerated Learning recognizes that each of us has an individual preferred way of learning that suits us best. When you learn the techniques that exactly match your personal learning style, you will be learning in the way that is most natural for you. Because it is natural, it is easier; because it is easier, it is faster.”
http://www.acceleratedlearning.com/method/faq.html
Accelerated Learning Assumptions
Learning needs:A positive learning environmentTotal learner involvementCollaboration among learnersVariety that appeals to all learning stylesContextual learning
The Accelerated Learning Handbook, p xviii
Accelerated Learning Principles
Learning involves the whole mind and body Leaning is creation, not consumption Collaboration aids learning Learning takes place on many levels
simultaneously Learning comes from doing the work itself
(with feedback) Positive emotions greatly improve learning The image brain absorbs information instantly
and automaticallyThe Accelerated Learning Handbook, p 9-10
Accelerated Learning Foundations
Framed in Howard Gardner’s Multiple Intelligences
Each learner has strengths in a particular area:
Verbal-Linguistic
Logical-Mathematical
Visual-Spatial
Body-Kinesthetic
Musical-Rhythmic
Interpersonal
Intrapersonal
Gardner’s Intelligences
Verbal-Linguistic
Ability to use words and language
Logical-Mathematical
Capacity for inductive and deductive thinking and reasoning, use of numbers, recognition of abstract patterns
Visual-SpatialAbility to visualize objects and spatial dimensions, and create internal images and pictures
Body-Kinesthetic
Wisdom of the body; ability to control physical motion
Musical-Rhythmic
Ability to recognize tonal patterns and sounds, sensitivity to rhythms and beats
InterpersonalCapacity for person-to-person communications and relationships
Intrapersonal Spiritual, inner states of being, self-reflection, awareness
Accelerated Learning Process
Motivate the mind
Acquire information
Search out meaning
Trigger the memory
Exhibit what is known
Reflect on what was learned
The SAVI Approach
Involve the learner through:Somatic (physical) learning
Involve the bodyAuditory learning
Let them hear and talk about itVisual Learning
Let them visualize and picture itIntellectual learning
Let them process it
The Accelerated Learning Handbook, p 41-50
Name Dropping of Accelerated Learning Theorists
Click the name for a biography, and research overview for their theories
Dave Meier – Research OverviewColin Rose – Research OverviewHoward Gardner – Research Overview
KEY for Accelerated Learning
The learner learns in the way he/she learns best
4MAT System
Learners receive information on a continuum
Direct Experience Abstract Concept
Learners process information on a continuum
Active ExperimentationReflective Observation
The point of intersection of the two identifies the learner’s favorite way to learn.
4MAT System
Action Reflection
Experiencing
Abstracting
Direct Experience
Abstract Concept
Reflective Observation
Active Experimentation
4MAT CYCLE
4MAT System
Learners also favor one side of the brain over another.
Left Brain Right Brainlogical creative
verbal spatial
analytical intuitive
4MAT System
The combination of the perception, processing and brain dominance creates eight diverse learning styles.
The 4MAT System uses a cyclical approach to teach around the circle in a variety of methods to reach each learner’s strong area, and allow stretching by experiences in the weaker, non-dominant arenas.
Name Dropping of 4MAT Theorists
Click the name for a biography, and the About Learning website for theories
Bernice McCarthy
About Learning Website
Self Directed/Experiential Learning
Self directed learning involves change and personal growth.
There are two types of information:
Cognitive Experiential(meaningless) (significant)
Based in the work of Carl Rogershttp://tip.psychology.org/rogers.html
Experiential Learning
Learning is facilitated when: (1) the student participates completely in
the learning process and has control over its nature and direction,
(2) it is primarily based upon direct confrontation with practical, social, personal or research problems
(3) self-evaluation is the principal method of assessing progress or success.
Experiential Learning
Teacher’s role
(1) setting a positive climate for learning,
(2) clarifying the purposes of the learner(s),
(3) organizing and making available learning resources,
(4) balancing intellectual and emotional components of learning,
(5) sharing feelings and thoughts with learners but not dominating.
Experiential Learning
Concrete Experience
Observation and Reflection
Testing in New
Situations
Forming Abstract Concepts
32
1
4
•Learning occurs around the circle
•May start in any place
Experiential Learning Styles
Learning style Learning characteristic
Converger Abstract conceptualization + active experimentation
Diverger Concrete experience + reflective observation
Assimilator Abstract conceptualization + reflective observation
Accommodator Concrete experience + active experimentation
Name Dropping of Experiential Learning Theorists
Click the name for a biography, and research overview for their theories
Carl Rogers – Research Overview
David Kolb – Research Overview
KEY for Experiential Learning
Learning is problem solving. It is most effective when it is initiated by the learner, and facilitated by the teacher
Andragogy
Adults: need to know why they need to learn
something need to learn experientially approach learning as problem-solving learn best when the topic is of immediate
value.
From the work of Malcolm Knowles
http://tip.psychology.org/knowles.html
Principles of Andragogy Adults need to be involved in the planning and
evaluation of their instruction. Experience (including mistakes) provides the
basis for learning activities. 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.
http://tip.psychology.org/knowles.html
Name Dropping of Androgony Theorists
Click the name for a biography, and research overview for their theories
Malcolm Knowles – Research Overview
KEY for Andragogy
Adults need involvement in the process of problem solving through experiences where they can learn from their mistakes
A Final Thought
[Adult education is] a co-operative venture in non-authoritarian, informal learning; the chief purpose of which is to discover the meaning of experience; a quest of the mind which digs down to the roots of the preconceptions which formulate our conduct; a technique of learning for adults which makes education coterminous with life, and hence elevates living itself to the level of an experiment.
Eduard Lindeman, What is Adult Education? (1925).
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