Д. филол. н. проф.

Филат Т.В.

ГУ “Днепропетровская медицинская академия МЗ Украины”

К.п.н. Магрламова К.Г.

ГУ “Днепропетровская медицинская академия МЗ Украины”

Teaching Adult Learners

Andragogy is the process of helping adults to learn. While pedagogy refers to the teaching of children, where the teacher is the focal point, andragogy shifts the focus from the teacher to the learner. Adults learn best when they have control over their learning.

The first known use of the term andragogy was by the German educator Alexander Kapp in 1833 in his book Platon’s Erziehungslehre (Plato’s Educational Ideas). The term he used was andragogik.

Adults learn best when learning is focused on them, not the teacher. This is called andragogy, the process of helping adults learn.

Pedagogy is derived from the Greek word "paid," meaning child plus "agogos," meaning leading. Thus, pedagogy has been defined as the art and science of teaching children. In the pedagogical model, the teacher has full responsibility for making decisions about what will be learned, how it will be learned, when it will be learned, and if the material has been learned. Pedagogy, or teacher-directed instruction as it is commonly known, places the student in a submissive role requiring obedience to the teacher's instructions. It is based on the assumption that learners need to know only what the teacher teaches them. The result is a teaching and learning situation that actively promotes dependency on the instructor (Knowles, 1984).

Adults learn differently than young people. But more importantly, their reasons for learning are very different. Andragogy (Knowles, 1984), the theory of adult learning, attempts to explain why adults learn differently than other types of learners.

Who is and who is not an adult learner?

Adult learners are volunteers. There is no compulsion involved when teaching adults and therefore motivation is not usually a problem. Adults tend to seek out learning opportunities. Often life changes, such as marriage, divorce, a job change, termination, retirement or a geographical change, serve as the motivation for the adult to seek new learning opportunities (Cross,1981).

Adults often seek out learning opportunities in order to cope with life changes. They usually want to learn something that they can use to better their position or make a change for the better. They are not always interested in knowledge for it's own sake. Learning is a means to an end, not an end in itself.

These adults bring a wealth of information and experiences to the learning situation. They generally want to be treated as equals who are free to direct themselves in the education process (Zemke,1984).

What are the differences between andragogy and pedagogy?

Andragogy: Learner must balance life responsibilities with the demands of learning.

Pedagogy: Learner can devote more time to the demands of learning because responsibilities are minimal.

Andragogy: Learners are autonomous and self directed. Teachers guide the learners to their own knowledge rather than supplying them with facts.

Pedagogy: Learners rely on the instructor to direct the learning. Fact based lecturing is often the mode of knowledge transmission.

Andragogy: Learners have a tremendous amount of life experiences. They need to connect the learning to their knowledge base. They must recognize the value of the learning.

Pedagogy: Learners are building a knowledge base and must be shown how their life experiences connect with the present learning.

Andragogy: Learners are goal oriented and know for what purpose they are learning new information.

Pedagogy: Learners often see no reason for taking a particular course. They just know they have to learn the information.

Andragogy: Learning is self-initiated and tends to last a long time.

Pedagogy: Learning is compulsory and tends to disappear shortly after instruction.

The teacher of adults has a different job from the one who teaches children. If you're teaching adult students, it's important to understand the five principles of teaching adults. It's important to know how adults learn.

Malcolm Knowles, a pioneer in the study of adult learning, observed that adults learn best when:

1. They understand why something is important to know or do.

2. They have the freedom to learn in their own way.

3. Learning is experiential.

4. The time is right for them to learn.

5. The process is positive and encouraging.

Make Sure Your Adult Students Understand “Why”

Most adult students are in your classroom because they want to be. It is the most important thing, they came in the classroom because they want to be there. Some of them are there because they have Continuing Education requirements to keep a certificate current, but most are there because they’ve chosen to learn something new. Thy decided to have a new experience in the life.

This principle is not about why your students are in your classroom, but about why each thing you teach them is an important part of their learning.

This principle is about such kind of information that comes from experience

and real wish which comes from the heart. If he is here he needs it.

Respect that Your Students Have Different Learning Styles

There are three general learning styles: visual, auditory, and kinesthetic.

Visual learners rely on pictures. They love graphs, diagrams, and illustrations. “Show me,” is their motto. They often sit in the front of the classroom to avoid visual obstructions and to watch you, the teacher. They want to know what the subject looks like. You can best communicate with them by providing handouts, writing on the white board, and using phrases like, “Do you see how this works?”

Auditory learners listen carefully to all sounds associated with the learning. “Tell me,” is their motto. They will pay close attention to the sound of your voice and all of its subtle messages, and they will actively participate in discussions. You can best communicate with them by speaking clearly, asking questions, and using phrases like, “How does that sound to you?”

Kinesthetic learners need to physically do something to understand it. Their motto is “Let me do it.” They trust their feelings and emotions about what they’re learning and how you’re teaching it. They want to actually touch what they’re learning. They are the ones who will get up and help you with role playing. You can best communicate with them by involving volunteers, allowing them to practice what they’re learning, and using phrases like, “How do you feel about that?”

Most people use all three styles while they’re learning, and of course, this is logical since we all have five senses, barring any disabilities, but one style almost always is preferred.

Allow the Students to Experience What They’re Learning

Experience can take many forms. Any activity that gets your students involved makes the learning experiential. This includes small group discussions, experiments, role playing, skits, building something at their table or desk, writing or drawing something specific – activity of any kind. Activities also keep people energized, especially activities that involve getting up and moving about.

The other aspect of this principle is honoring the life experiences your students bring to the classroom. Be sure to tap into that wealth of wisdom whenever it’s appropriate. You’ll have to be a good timekeeper because people can talk for hours when asked for personal experiences, but the extra facilitation needed will be well worth the gems your students have to share.

When the Student Is Ready, the Teacher Appears

“When the student is ready, the teacher appears” is a Buddhist proverb packed with wisdom. No matter how hard a teacher tries, if the student isn’t ready to learn, chances are good he or she won’t. What does this mean for you as a teacher of adults? Luckily, the students are in your classroom because they want to be. They’ve already determined that the time is right.

It’s our job to listen carefully for teaching moments and take advantage of them. When a student says or does something that triggers a topic on your agenda, be flexible and teach it right then. If that would wreak havoc on your schedule, which is often the case, teach a bit about it rather than saying flat out that they’ll have to wait until later in the program. By then, you may have lost their interest.

Encourage Your Adult Students

For most adults, being out of the classroom for even a few years can make going back to school intimidating. If they haven’t taken a class in decades, it’s understandable that they would have some degree of apprehension about what it will be like and how well they’ll do. It can be tough to be a rookie when you’ve been an expert in your field for many, many years. Nobody enjoys feeling foolish.

This job as a teacher of adult students includes being positive and encouraging. Patience helps too. Give the older students time to respond when you ask a question. They may need a few moments to consider their answer. Recognize the contributions they make, even when small. Give the words of encouragement whenever the opportunity arises. Most adults will rise to your expectations if you’re clear about them.

A word of caution here. Being positive and encouraging is not the same as being condescending. All teachers must remember that your students are adults. Speaking to them in the tone of voice you might use with a child is offensive, and the damage can be very difficult to overcome. Genuine encouragement from one person to another, regardless of age, is a wonderful point of human interaction.

This is your challenge as a teacher of adults. Beyond teaching your subject, you have the opportunity to inspire confidence and passion in another human being. That kind of teaching changes lives.

References

1. Cross K. P. Adults as learnes. San Francisco: Jossey-Bass, 1981.

2. Knowles, M. (1975). Self-Directed Learning. Chicago: Follet.

3. Knowles, M. (1984). Andragogy in Action. San Francisco: Jossey-Bass.

4. Knowles, M. (1984). The Adult Learner: A Neglected Species (3rd Ed.). Houston: Gulf Publishing.

5. Nordstrom N. M., Merz J. F. Learning later-living greater: the three secrets for making the most of your «after-50» years. Boulder: Sentient Publications, 2006.

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7. Simonton D. Creativity and wisdom in aging // J. Birren, K. W. Schaie (eds.). Handbook of the psychology of aging. San Diego: Academic Press, 1990.

8. Teaching and learning in later life: theoretical implications / F. Glendenning (ed.). Aldershot; Burlington, Vt.: Ashgate Arena, 2000.

9. Teresi, Karen A. R. Older persons and the family. Washington, DC: Association for Gerontology in Higher Education, 2000.

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11. Thimm C., Rademacher U ., Kruse L. Age stereotypes and patronizing messages: Features of age-adapted speech in technical instructions to the elderly // Journal of Applied Communication Research, 1998, v. 26.

12. Ward R. The Aging Experience. Cambridge: Harper and Row, 1984.

13. Withnall A., Percy K. Good practice in the education and training of older adults. Aldershot, England; Brookfield, Vt., USA: Arena, 1994.