Teaching Methods For Adult Learners

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.

B.1. Video number 34, Engaging in Meaningful Play and Role Play to Explore Community Jobs, cultural appropriateness of the resources and learning opportunities are used by the teacher explaining the many different jobs that are in a community.

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

Role- play is play that explores straightforward everyday action. For example playing in the home corner, pushing a pram, using a mobile phone.

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

The Adult Learning Theory is based on understanding how adults learn and how they respond to the program in general. Researchers have found three key methods on how adults learn: experiential learning, transformational learning, and non-Western and Indigenous ways of knowing and learning (CITE). In Experiential Learning, adults learn through the experiences they have lived. Transformational Learning, on the other hand, is a “process in which adult learners question their own lives and how they interact with the world in which they live in” (CITE). Thus meaning that adults learn through situations that challenge their own thoughts about something and makes them reevaluate their original thought process. Lastly, Non-Western and Indigenous ways of knowing and learning is a bit complicated in adult learning as it is hard to find ways to categorize it. Despite the difficulty, there are four reoccurring themes in Non-Western and Indigenous learning: Communal nature of learning, the oneness of learners with the natural world, the oral tradition of learning, and knowledge as holistic (CITE). Further elaboration on this type of adult learning reflects on understanding cultural differences and the value of

S. et al (1984) Andragogy in Action. Applying modern principles of adult education, San Francisco: Jossey Bass. A collection of chapters examining different aspects of Knowles’ formulation

The assumptions of Knowles’ Adult Learning Theory, first proposed in 1980, have since become an accepted part of the framework when one considers how adults learn. It is difficult to argue with the fact that adults enter each new day with a background of previous experiences. In formal learning situations, an instructor can use the variety of life experiences brought in by students to build a learning

Knowles, M. S. (1980). The modern practice of adult education from pedagogy to andragogy. Englewood Cliffs, NJ: Cambridge Adult Education.

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 six principles of andragogy should be applied to how the curriculum for adult learning is created. Providing lessons that adults enjoy and can relate to is what will draw in students to the class. Also, it will be very beneficial to not only the adults, but the school as well. A study by a private liberal arts college was held and using a pre test-post test-control-group design, andragogy was tested against traditional instruction type teaching. After conducting the research it was concluded that there was no significant differences between the two different types of teaching.

Basically, this article by Malcolm Knowles is a conglomerate of all aspects of adult learning. It outlines aspects of adult learning, theories of adult learning, and expands on them. The main idea of this article is to create awareness on the existence of adult learning, and to help instructors of adult learning to know how to go about it successfully. Additionally, the article is of help to adult learners to enable them to learn the most they can (Knowles, 2007).

My impression of adult education has changed immensely. First and foremost, the first lesson learned that teaching adults are a separate, intensive, and long debated process. Portions of certain theories learned illustrated below. I have extended knowledge about Meizrow (Transformational Learning) and Knowles (Andragogy). The six key features of Adult Learners are:

Gadbow believes it is the duty of adult educators to instill a life-long love of learning into their students, "helping adults learn how to learn is the most important thing a teacher ever does" (p. 53). The first responsibility of educators working with adults is to help them identify their learning styles and differences as well as other special learning needs, and then provide effective strategies to adapt to these individual learning needs (53). The author's contention that all learners are special means seeing the possibilities as well as the problems or particular needs of each student as they present themselves.