Summary of "Analyze Adult Learning Theory"

Video Transcription

Thanks for joining me for the unit Analyze Adult Learning Theories. The learning objectives in this unit included analyze Knowles' six principles of adult learning, evaluate how to facilitate professional learning and professional development using Knowles' six principles, analyze the use of collaborative, site-based professional development as a best practice model for professional development planning and implementation, and reflect on the significance of shifting professional development to include adult learning principles and best practices.

We began the unit by examining the unique role that teachers play as not only facilitators of learning themselves, but also as adult learners. We know that adult learners have different needs in different unique circumstances than younger students do. And so as part of our study of andragogy, we took a close look at Knowles' 6 assumptions of adult learning. We examined what each of those assumptions might look like in context, so that we would come out of this learning objective with a really solid understanding of how to best approach and meet the needs of adult learners.

Also in this learning objective, we looked at teaching and learning in the digital age. Because the reality is that learning really has changed over the last few decades, as technology and information have grown exponentially.

This strong understanding of adult learning theories served as the foundation for the remaining learning objectives in this unit. First, we examined how to design professional learning opportunities for adult learners, and especially, specifically for teachers, that take into account these six principles or six assumptions of adult learning and the various elements of the other adult learning theories that we learned about.

So we began with just an overview of how to develop professional development with a focus on these adult learning theories, but then we also took an even closer look at the history and elements of andragogy and how those elements specifically apply to professional development, how we can use those unique properties and qualities and circumstances of adult learners to design professional learning experiences for teachers that really do honor those unique circumstances. This results in professional development that is seen as more valuable, more relevant, and more effective by those adult learners.

In this learning objective, we also learned about social learning theory and how this particular theory can be used as another valuable element of the design of our professional learning opportunities.

After developing, and perhaps even implementing these professional learning opportunities, our next learning objective involved analyzing our use of these best practice ideas of collaborative, site-based professional development as we are planning and implementing that PD. So we looked at our collaboration through the lens of social learning theory, and we also examined some e-learning options. And we were able to reflect on our use of these various methods and options in the design of our PD.

And we also spoke here about the importance of teacher voice and choice in the design and implementation of professional development so throughout this learning objective, if there were any of these elements that you had not included in the design of your PD for whatever reason, this was a great chance for you to go back and modify the design of the PD to include these important elements.

And our final learning objective in this unit really brought everything together, as we reflected both from the point of view of a professional development designer and from the point of view as a professional development participant. This really did help us to accomplish this learning objective of reflecting on the significance of shifting our professional to include adult learning principles and best practices.

One additional method that we talked about in this learning objective was including critical thinking and reflection and that continuum of self reflection as part of our overall continuous improvement process. How can we always be incorporating these elements of critical thinking and critical reflection in order to continuously be evaluating the effectiveness of our methods and making any necessary changes?

To recap, the learning objectives in this unit included analyze Knowles' six principles of adult learning, evaluate how to facilitate professional learning and professional development using Knowles' six principles, analyze the use of collaborative site-based professional development as a best practice model for professional development planning and implementation, and, finally, reflect on the significance of shifting professional development to include adult learning principles and best practices in professional development.

So here is a final chance for you in this unit to stop and reflect. Were you able to use the adult learning theories and Knowles' six assumptions of adult learners to design professional development that was effective and valuable in the eyes of your adult learners?

To dive a little deeper and learn how to apply this information, be sure to check out the additional resources section associated with this video. This is where you'll find links targeted toward helping you discover more ways to apply this course material.

Thanks for joining me in this unit. Have a great day.