MODULE
2: ADULT LEARNING THEORY
Section 2.1: Introduction
Section 2.2: Adult Learning Theory
Section 2.3: The Needs
of Adult Learners
Section 2.4: Meet Some Literacy Learners
Section 2.5: Assignment
Section
2.1: Introduction
Teaching
and learning with adult students is generally approached in
a different manner than with children. The underlying reasons
for this are the focus of this module. In addition, we will
explore the needs of adult literacy learners and meet some typical
students.
Section
2.2: Adult Learning Theory
In
the past, educators have favoured an approach termed "pedagogy"
in the classroom. This approach was developed working with elementary
and secondary school children and youth with whom there are
developmental issues and supervisory concerns. In a pedagogical
approach, the learning environment tended to be teacher-centred.
That is, the educator determines the curriculum, transmits the
course material, assesses students, and evaluates the course
with little or no input from learners. Thanks in large part
to research into how adults
learn, however, educators at all levels now tend to be shifting
toward something called "andragogy." In this approach, teaching and learning becomes
more of a collaborative affair between instructors and learners,
and involves active and authentic learning versus passive absorption
of material. The following table compares several key features
of the two approaches:
|
Pedagogy
(Teacher-centred)
|
Andragogy
(Learner-centred)
|
|
Learners are dependent on teacher
|
Learners are independent, self-directed;
educators facilitate learning
|
|
Learners are externally motivated (e.g.,
rewards, competition, etc)
|
Learners are intrinsically oriented (i.e.,
interested in learning for learning's sake)
|
|
Learning environment is formal and characterized
by competitiveness and value judgments
|
Learning environment is more informal
and characterized by equality/mutual respect, and cooperation
|
|
Planning and assessment is conducted
solely by the teacher
|
Planning and assessment is a collaborative
affair (i.e., teacher and students)
|
|
Teaching is characterized by transmittal
techniques (e.g., lectures, assigned readings)
|
Teaching is characterized by inquiry
projects, experimentation, independent study
|
|
Evaluation is accomplished mainly by
external methods (e.g., grades, tests & quizzes)
|
Evaluation is characterized by self-assessment
|
Thus,
a learner-centred environment is a much more active and cooperative
affair than is the case for children’s education. The ability/desire
of adults to take responsibility for their learning and the
integration of personal goals/interests into learning are particularly
motivating for literacy students. Low literacy individuals often
return to learning with mixed feelings about education. Although
for some past educational experiences were positive, it is more
often the case that they were quite negative in that many were
shamed, embarrassed, and/or ridiculed for their limited abilities.
As such, many individuals join a program hesitantly and with
negative expectations. Most often this changes when they discover
the freedom and supportive environment of learner-centred programs.
They are treated not as children, but as adults with meaningful
life experiences that are incorporated into the learning situation.
They have choice and power over their learning and this
goes a very long way toward motivating students and building
their self-esteem. The
following bill of rights is taken from The Manitoba
Literacy Star (1994, Fall, Vol. 4, No. 4: p. 1.), and nicely
illustrates the empowering nature of a learner-centred environment:
Student
Bill Of Rights
I have the right to learn at my own pace
and not feel stupid.
I have the right to ask whatever questions
I have.
I have the right to need extra help.
I have the right to ask a teacher for
help.
I have the right not to understand.
I have the right to say "I don't
understand".
I have the right to feel good about myself.
I have the right to be treated as a competent
adult.
As
empowering and freeing as learner-centred environments are for
most, for others the prospect of being involved in and responsible
for their own learning is a very intimidating prospect. This
will require that you go a little slower and provide more direction
for these individuals, at least in the beginning. As a tutor
then, you will need to be aware of the feelings that each student
associates with education and develop an appropriate strategy.
Resources:
On to Section 2.3
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(Page updated
23-Sep-2002
)
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