Adult Learning

An Overview of the Theories

Jean MarrapodiSummer 2002ED828

What is unique about adult learners?

Adults have: More life experience to build on Competing responsibilities

Adults generally are: More resistant to new ideas Autonomous Self-directed Goal oriented Relevancy oriented

Thinking about Adult Education

Andragogy is the true method of adult learning ... life itself is the adult's school.

Martha Anderson and Eduard Lindeman, Education Through Experience (1927)

Theories Covered

Transformational LearningAccelerated Learning4MATSelf Directed LearningAndrogony

Transformational Learning

The intent of education for emancipatory action – or … perspective transformation…is the providing of the learner with:

an accurate in-depth understanding of his or her historical situation;

becoming critically aware of how and why the structure of psycho-cultural assumptions has come to constrain the way we see ourselves and our relationships,

reconstituting the structure to permit a more inclusive and discriminating integration of experience and acting upon these new understandings.

Mezirow, 1981, as quoted in Cranton, p 24

In English, Transformation Learning is

Looking at what is, and how it came to be

Looking at internal assumptionsExamining new informationIntentionally attempting to create

behavioral changes in the learner, based on new knowledge.

Goals of Transformational Learning

Ideally, in transformative learning, learners are:

becoming more reflective and critical being more open to the perspectives of

others being less defensive and more accepting

of new ideas

Transformational Learning Process

An appraisal of oneself or self-scrutiny An exploration of

ways to either explain discrepancies or to

live with them

The development of alternative perspectives or

new ways of thinking and acting

Occurrence of a trigger event that prompts inner discomfort and perplexity

The integration of new perspectives into one’s life

Brookfield, 1987 as quoted in Cranton, p 61

Name Dropping of Transformational Learning Theorists

Click the name for a biography, and research overview for their theories

Jack Mezirow – Research OverviewPatricia Cranton – Research Overview Stephen Brookfield –Research OverviewJurgen Habermas – Research Overview

KEY for Transformational Learning

The learner changes perspective and/or behavior as a result of the learning

Accelerated Learning

“Accelerated Learning recognizes that each of us has an individual preferred way of learning that suits us best. When you learn the techniques that exactly match your personal learning style, you will be learning in the way that is most natural for you. Because it is natural, it is easier; because it is easier, it is faster.”

http://www.acceleratedlearning.com/method/faq.html

Accelerated Learning Assumptions

Learning needs:A positive learning environmentTotal learner involvementCollaboration among learnersVariety that appeals to all learning stylesContextual learning

The Accelerated Learning Handbook, p xviii

Accelerated Learning Principles

Learning involves the whole mind and body Leaning is creation, not consumption Collaboration aids learning Learning takes place on many levels

simultaneously Learning comes from doing the work itself

(with feedback) Positive emotions greatly improve learning The image brain absorbs information instantly

and automaticallyThe Accelerated Learning Handbook, p 9-10

Accelerated Learning Foundations

Framed in Howard Gardner’s Multiple Intelligences

Each learner has strengths in a particular area:

Verbal-Linguistic

Logical-Mathematical

Visual-Spatial

Body-Kinesthetic

Musical-Rhythmic

Interpersonal

Intrapersonal

Gardner’s Intelligences

Verbal-Linguistic

Ability to use words and language

Logical-Mathematical

Capacity for inductive and deductive thinking and reasoning, use of numbers, recognition of abstract patterns

Visual-SpatialAbility to visualize objects and spatial dimensions, and create internal images and pictures

Body-Kinesthetic

Wisdom of the body; ability to control physical motion

Musical-Rhythmic

Ability to recognize tonal patterns and sounds, sensitivity to rhythms and beats

InterpersonalCapacity for person-to-person communications and relationships

Intrapersonal Spiritual, inner states of being, self-reflection, awareness

Accelerated Learning Process

Motivate the mind

Acquire information

Search out meaning

Trigger the memory

Exhibit what is known

Reflect on what was learned

The SAVI Approach

Involve the learner through:Somatic (physical) learning

Involve the bodyAuditory learning

Let them hear and talk about itVisual Learning

Let them visualize and picture itIntellectual learning

Let them process it

The Accelerated Learning Handbook, p 41-50

Name Dropping of Accelerated Learning Theorists

Click the name for a biography, and research overview for their theories

Dave Meier – Research OverviewColin Rose – Research OverviewHoward Gardner – Research Overview

KEY for Accelerated Learning

The learner learns in the way he/she learns best

4MAT System

Learners receive information on a continuum

Direct Experience Abstract Concept

Learners process information on a continuum

Active ExperimentationReflective Observation

The point of intersection of the two identifies the learner’s favorite way to learn.

4MAT System

Action Reflection

Experiencing

Abstracting

Direct Experience

Abstract Concept

Reflective Observation

Active Experimentation

4MAT CYCLE

4MAT System

Learners also favor one side of the brain over another.

Left Brain Right Brainlogical creative

verbal spatial

analytical intuitive

4MAT System

The combination of the perception, processing and brain dominance creates eight diverse learning styles.

The 4MAT System uses a cyclical approach to teach around the circle in a variety of methods to reach each learner’s strong area, and allow stretching by experiences in the weaker, non-dominant arenas.

Name Dropping of 4MAT Theorists

Click the name for a biography, and the About Learning website for theories

Bernice McCarthy

About Learning Website

Self Directed/Experiential Learning

Self directed learning involves change and personal growth.

There are two types of information:

Cognitive Experiential(meaningless) (significant)

Based in the work of Carl Rogershttp://tip.psychology.org/rogers.html

Experiential Learning

Learning is facilitated when: (1) the student participates completely in

the learning process and has control over its nature and direction,

(2) it is primarily based upon direct confrontation with practical, social, personal or research problems

(3) self-evaluation is the principal method of assessing progress or success.

Experiential Learning

Teacher’s role

(1) setting a positive climate for learning,

(2) clarifying the purposes of the learner(s),

(3) organizing and making available learning resources,

(4) balancing intellectual and emotional components of learning,

(5) sharing feelings and thoughts with learners but not dominating.

Experiential Learning

Concrete Experience

Observation and Reflection

Testing in New

Situations

Forming Abstract Concepts

32

1

4

•Learning occurs around the circle

•May start in any place

Experiential Learning Styles

Learning style Learning characteristic

Converger Abstract conceptualization + active experimentation

Diverger Concrete experience + reflective observation

Assimilator Abstract conceptualization + reflective observation

Accommodator Concrete experience + active experimentation

Name Dropping of Experiential Learning Theorists

Click the name for a biography, and research overview for their theories

Carl Rogers – Research Overview

David Kolb – Research Overview

KEY for Experiential Learning

Learning is problem solving. It is most effective when it is initiated by the learner, and facilitated by the teacher

Andragogy

Adults: need to know why they need to learn

something need to learn experientially approach learning as problem-solving learn best when the topic is of immediate

value.

From the work of Malcolm Knowles

http://tip.psychology.org/knowles.html

Principles of Andragogy Adults need to be involved in the planning and

evaluation of their instruction. Experience (including mistakes) provides the

basis for learning activities. Adults are most interested in learning subjects

that have immediate relevance to their job or personal life.

Adult learning is problem-centered rather than content-oriented.

http://tip.psychology.org/knowles.html

Name Dropping of Androgony Theorists

Click the name for a biography, and research overview for their theories

Malcolm Knowles – Research Overview

KEY for Andragogy

Adults need involvement in the process of problem solving through experiences where they can learn from their mistakes

A Final Thought

[Adult education is] a co-operative venture in non-authoritarian, informal learning; the chief purpose of which is to discover the meaning of experience; a quest of the mind which digs down to the roots of the preconceptions which formulate our conduct; a technique of learning for adults which makes education coterminous with life, and hence elevates living itself to the level of an experiment.

Eduard Lindeman, What is Adult Education? (1925).