12 Basic Principles And Practices For Effective Adult Learning

In an effort to determine how adults learn, experts examine and evaluate studies that have been done that involve the adult learner. The more that experts understand how the learner processes information, the better the understanding will be on how to structure their learning environment. Research is continually changing in this area, and educators know there are differences in how each adult learner attains information. In the two articles, “Adult Learning Theory for the Twenty-First Century” by Sharan B. Merriam, and “Adult Learning Theory: Applications to Non-Traditional College Students” by Kenner and Weinerman, different theories are discussed.

Looking at learning theories through two different views was interesting. In the article, Revisiting Adult Learning Theory through the Lens of an Adult Learner, it was the basic guidelines and idea of adult learning theories. In the article, Revisiting Adult Learning Theory through the Lens of an Adult Learner, the article was written from the view of an adult student and covered what some of the first article had addressed. Author discussed about how some adult learners make their own learning theories. Also, saw some of the pressures that adult students can be faced with and they were addressed in the article. It was about how some adult learners make their own learning theories some of the pressures

Becoming familiar with adult learning theory and the six principles of adult learning. (2007). Retrieved from http://www.qotfc.edu.au/resource/?page=65375

Adult learning theory proposes that learners are responsible for their own learning and must be self-directed.

The adult learning theory Also known as andragogy is the concept of Adult learning as a science in the field of education. Created by Malcolm Knowles , the theory is comprised of four different concepts. A fifth concept was later added by Knowles. within these different concepts, Knowles set forth compilation of expectations for educators within the Adult Education community. Firstly, he suggests setting a corporative climate in the classroom for learning. (Knowles, 1984, p.76) An assessment of the learners needs and a compilation of objectives and educational activities to help learner reach needs

The theoretical framework for my research is adult learning theory incorporates the basic concepts of behavioral change and experience in learning. “Emerging theories of adult learning are based on the unique characteristics of adults as learners” (Knowles, 1970, section 1, para 1). There are two categories with respect to the theory of adult learning: how an adult processes knowledge, which in turn produces change for the individual, and how an adult processes knowledge to then become a change agent in an organization. Merriam & Bierema (2014) links these principles with Knowles’ andragogy theory (p.54).

Are people too stubborn and independent to learn once they become adults? The Adult Learning Theory focuses on the difference between how adults learn and how children learn. There are three main central ideas that support the Adult Learning Theory. These ideas or theories are known as andragogy, self-directed learning, and transformational learning. Andragogy is the teaching of adults, self-directed learning is the individual controlling their learning, and transformational learning is the individual learning from life experiences.

Principles of adult learning are identified. Relevant items/props/ equipment are used during the teaching session.

Sorry about your emergency with your son. Like you say it is important to be mindful of our adult student's life.  When we have a general idea of what is going on we can understand their behavior.  Adult learners are not in our class because they need to but because they want to, they are not willing to waist time and money, most of them are paying out of their own pockets or  maybe their job is paying for the tuition and expect them to get good grades in the classes to in order to give them any

I have read a few articles on “Adult Learning Styles.” The one that stood out the most was “Motivation and Adult Learning.” Motivation can come from different factors. In my case I am motivated due to wanting a better job and making a better life for my family. “Motivation is hard to understand” (Arends, 1994). Understanding my motivation and goals are what I am using to keep me focused and striving for a Higher Education. Knowing the “bigger picture” will keep me moving forward and therefore continue to make me do my best; especially knowing I have it in my grasp.

First, all four faculty members agreed that an electronic media-rich toolkit is needed. All four faculty agreed that information related to adult learning theories was important to include in the toolkit and that the theory is relevant and applicable to the learners that are in the MSN program. Three out of the four faculty felt that including information related to student’s sense of community should be included. One faculty member commented that a sense of community is big in the literature and is important

I selected In Seven Practices for Effective Learning by McTighe and O’Connor (2005) as an article in this portfolio because this article is a reference on the different types of assessments and their purposes in the classroom. In addition, this article was selected to reinforce assessment practices that enhance student learning, and these assessment practices also align with promoting mastery goals, the theme of this portfolio. Thus, as I summarize the concepts presented in this article, I reflect on my current use of the different types of assessments and how I can promote mastery within my courses by implementing McTighe and O’Connor’s (2005) practices for effective learning.

By ‘drawing on a range of perspectives and theories can challenge traditional ways of seeing children, teaching and learning.’ (Early Years Framework, 2016) By using a range of documentation and techniques to observe a child’s behaviour and learning, I have been able to use reflective practices to assist me to think more deeply about my teaching techniques resulting in building professional knowledge and confidence. By encouraging a circle cycle of questioning and reflecting it allows educators to provide children with learning that is engaging and building successful for life.

Adult learners need to be able to identify with their environment as they approach the learning process; subsequently, they will be able to apply new concepts and/or old concepts to situations in the class setting. Adult learners can make sense of new concepts

ADULT LEARNING THEORY 3 significant mentors in his life—Eduard Lindeman. By reading Lindeman’s Meaning of Adult Education, he obtained a profound understanding of adult education, which later became his source of inspiration and concepts. Major Works In 1943, Knowles was recruited into the Navy, and began to read extensively in the field of adult education, which contributed to his final decision to undertake a master’s program at the University of Chicago (Smith, 2002). His adviser at the University of Chicago was Cyril O. Houle, who had been a role model in rigorous learning for Knowles. Carl Rogers, “the founder of 'client-centered' or 'non-directive' therapy” (Smith, 2004, para. 1), and Arthur Shedlin, an associate of Rogers, had also exerted a great influence on Knowles—he began to consider learning as an exciting incident. In 1949, Knowles gained his Master’s degree and published his first book Informal Adult Education, which was also his master thesis (Smith, 2002). In 1951, he became “executive director of the newly formed Adult Education Association. ” and also “attended a couple of summer sessions of the National Training Laboratories in 1952 and 1954” (Smith, 2002, para. 7). The founders of the labs—Kenneth Benne, Leland Bradford, Ronald Lippett and Kurt Lewin—consequently impacted Malcolm and his wife, Hulda, who co-authored books on leadership (1955) and