Andragogy in Context

Video Transcription

In this tutorial, we'll apply the principles of andragogy in the context of designing professional development. I'll begin by outlining Knowles' specific suggestions for adult educators. And then we'll look at professional development design using Knowles' six assumptions for adult learning. Let's get started.

Knowles makes several suggestions for the facilitation of professional learning and professional development in conjunction with his six assumptions of adult learning. He suggests that adult educators should establish a climate for learning in the classroom. Develop learning objectives that are based on the unique needs, interests, and skill levels of the adult learners. Build sequential activities that lead learners towards mastery of the objectives. Work collaboratively with those adult learners to select the instructional resources and methods that will be used. Evaluate the overall quality of the learning experience. And then make any changes that are needed, all the while assessing any potential needs for further learning.

Explain the rationale behind the teaching of each of the specific skills. Focus on tasks that adult learners can perform, instead of focusing on memorizing content. And involve the adult learners in real-life problems. So with Knowles' suggestions in mind, let's apply his six assumptions for adult learning in the context of professional development.

Assumption number one is self-concept. This is the idea that as we mature, our self-concepts move from more dependent personalities towards more self-directed personalities. This idea of the learner's self-concept applies to the development of PD because we need to understand that teachers should be given options or choices in their professional development opportunities.

Rather than just telling the teacher. What is going to happen or what they are going to do, we can provide teachers choices like selecting which specific professional development are going to take. Choosing how they're going to apply that professional development. Or even, having them be involved in the actual design of the PD.

So while a common approach might be to have all professional development decisions come from administration, a more effective approach may be to survey the staff on their professional development needs. And to use those results to determine what types of professional development will be implemented.

Knowles' assumption number two of adult learning is experience. Adults are accumulating ever-growing reservoirs of experience, and these can be rich resources in adult learning. So when we are designing professional development experiences for adult learners, we need to honor the depths of those adult learner's experiences. We can use those experiences as jumping off points for the professional development instruction.

We can allow those adult learners to share their experiences with others, and to apply their experiences in active and in reflective ways. It can be helpful to, to the best of your ability, anticipate the experiences that your participants are going to be bringing with them, and then build in opportunities that are tailored to those experiences.

Think about a time when you attended a professional development workshop, and you didn't learn anything new because that workshop did not take into account your previous experience. Professional development can be made more valuable by making sure that it is aligned with the learner's previous experiences.

Knowles' assumption number three of adult learners is readiness. The key idea here is that in adult learners, readiness to learn is going to be closely tied to be particular tasks of his or her social role. This readiness to learn idea is built on the fact that the social roles that we play in adulthood create our own unique needs for learning.

When you are presenting new information to adult learners then, it's important to emphasize how the new skills can be applied in that adult learner's immediate context. Underscore the importance of the information, the immediacy of the information, and how the learner can use that information both now and in the future.

Think about a situation in which teachers have been assembled in June to learn about a software application that they're not going to be using in their classrooms until September. The level of readiness to learn in this situation is likely to be pretty low, as teachers are not going to see the immediate need for the information. And, in fact, many of the teachers might actually be thinking that it may be pretty useless for them to even try to learn the new skills right now because they might forget them between now and September.

A better way to approach this particular skill would perhaps, be to teach the skill at a workshop in August, instead of one in June. So that teachers will feel that they are more ready to learn that information as they are going to be able to apply it right away, instead of having to wait several months.

This leads us into assumption number four-- problem-centered orientation. As we mature, our time perspective tends to shift from potential future application of knowledge to a more immediate application of knowledge. So adult learners tend to be more problem-centered than subject-centered in their learning.

This problem-centered orientation means that adult learners want to know, what is the problem that we are going to be solving? And how is this going to be important right away, instead of at some vague point in the future? So our professional development should address a specific problem that needs to be solved through some active participation from those adult learners.

So think back to the previous example of the teachers meeting in June to learn how to use a new software application. Perhaps the problem that needs to be solved is that the prior learning management system has been phased out, and teachers are going to need to use a brand new learning management system, including a new grade book and new attendance-taking procedures. Well, if teachers are informed in advance that this is the problem that we're going to be solving, and you are going to actively be learning how to use this new software, and you'll be able to apply that new knowledge right away when school starts, that is going to add that extra element that really benefits adult learners.

Assumption number five in Knowles' six assumptions of adult learners is internal motivation. The idea here is that adult learners tend to be more internally motivated than externally motivated. For this reason, when we design professional development, that PD should emphasize the intrinsic value of the learning. And learners should understand how it is going to apply to those internal motivators, like self-confidence and self-esteem.

Our PD should allow our adult learners to reflect on their personal motivations, and to connect those motivations to the new information. So if your professional development is built on the external motivators like a directive from administration or a directive from the state legislature, perhaps shifting the focus to realign it with teacher's more natural internal motivators would help that professional development to be more effective.

Finally, assumption number six is the need to know. Adult learners tend to need to know why they are learning a particular skill. So our professional development should always address exactly why that particular content is being taught. Honor the fact that adult learners have this need to know how the learning is going to apply in their immediate situations.

Think about a time when you have attended a workshop or been part of a professional development opportunity where everyone in the room was looking at one another, wondering what the point was. Not really understanding why you were learning that particular information. Think about how much more valuable that opportunity could have been if everyone had understood why that information was being taught, and why that skill was being addressed at that time.

So here's a chance for you to stop and reflect. Think about Knowles' six assumptions of adult learners in the context of andragogy-- the art and science of helping adults to learn. Consider a recent professional development opportunity that you've participated in. Did it seem that activity was designed using Knowles' six assumptions of adult learners? If not, can you identify one or two ways in which that activity could have been changed to be more aligned with these principles?

As you reflect on how this new information can be applied, you may want to explore the Additional Resources section that accompanies this video presentation. This is where you'll find links to resources chosen to help you deepen your learning and explore ways to apply your newly acquired skillset.

Thanks for watching. Have a great day.