Topical Issue of Adult Topical Issue of Adult Learning/TeachingLearning/Teaching

Natalia Alhazov, PhDNatalia Alhazov, PhDALCALC withwith

American Councils for International Education ACTR/ACCELSAmerican Councils for International Education ACTR/ACCELS

Chisinau, MoldovaChisinau, MoldovaApril 5, 2014April 5, 2014

Why Topical?Why Topical?

Planned economy replaced by Planned economy replaced by market economymarket economy

Changing positions, jobs and Changing positions, jobs and professions professions

New knowledge requiredNew knowledge required New skillsNew skills necessarynecessary

Solution: adult learning/teaching Solution: adult learning/teaching

AndragogyAndragogy and and PedagogyPedagogy

AndragogyAndragogy - study of adult learning - study of adult learning

PedagogyPedagogy - science and art of - science and art of education in generaleducation in general

Malcolm Knowles - “father of andragogy” The modern practice of adult education:

Androgogy versus pedagogy. New York, 1970

The modern practice of adult education: The modern practice of adult education: Androgogy versus pedagogyAndrogogy versus pedagogy

Adult learner is someone who:Adult learner is someone who:

has an has an independent self-conceptindependent self-concept and who can and who can directdirect his or her his or her own learning own learning

has accumulated a has accumulated a reservoir of life experiencesreservoir of life experiences that is a rich that is a rich resource for learningresource for learning

has has learning needslearning needs closely related closely related to changing to changing social rolessocial roles

is is problem-centeredproblem-centered and interested in and interested in immediate applicationimmediate application of knowledge of knowledge

is motivated to learn by is motivated to learn by internal rather than internal rather than external factorsexternal factors

Malcolm Knowles

Specifics of Adult LearningSpecifics of Adult Learning (1)(1)

The Learner: The Learner:

a) The learner is self-directed. a) The learner is self-directed. b) The learner is responsible for his/her b) The learner is responsible for his/her

own learning. own learning. c) Self-evaluation is characteristic of c) Self-evaluation is characteristic of

this approach. this approach.

Specifics of Adult Learning (2)Specifics of Adult Learning (2)

Role of the Learner’s Experience:Role of the Learner’s Experience:

a) The learner brings a great volume a) The learner brings a great volume and quality of experience. and quality of experience.

b) Adults are a rich resource for one b) Adults are a rich resource for one another. another.

c) Different experiences assure c) Different experiences assure diversity in the group. diversity in the group.

Specifics of Adult Learning (3)Specifics of Adult Learning (3)

Readiness to Learn:Readiness to Learn:

a) a) A change triggers readiness to A change triggers readiness to learn. learn.

b) They need to know in order to b) They need to know in order to perform more effectively. perform more effectively.

c) Ability to assess gaps between the c) Ability to assess gaps between the present and desired position is there. present and desired position is there.

Specifics of Adult Learning (4)Specifics of Adult Learning (4)

Orientation to Learning: Orientation to Learning:

a) Learners want to perform a task, a) Learners want to perform a task, solve a problem in order to live in a solve a problem in order to live in a more satisfying way. more satisfying way.

b) Learning must have relevance to real-b) Learning must have relevance to real-life tasks. life tasks.

c) Learning is organized around life/work c) Learning is organized around life/work situations rather than subject matter situations rather than subject matter units.units.

Specifics of Adult Learning (5)Specifics of Adult Learning (5)

Motivation for Learning: Motivation for Learning:

a) Dominance of internal motivators: self-esteem, recognition, self-confidence, and self-actualization. a) Dominance of internal motivators: self-esteem, recognition, self-confidence, and self-actualization.

b) Some external motivators: increase quality of life. b) Some external motivators: increase quality of life.

Why Become a Student Again?Why Become a Student Again?

1.1. ““economical reason“economical reason“

2.2. ““career reason” career reason”

3.3. ““back-up plan”back-up plan”

4.4. ““self-esteem” self-esteem”

5.5. ““I made it!”I made it!”

6.6. ““enjoyable pastime” enjoyable pastime”

7.7. ““official acknowledgement”official acknowledgement”

Why Hard?Why Hard?

1.1. Lack of time Lack of time

2.2. Contract pressureContract pressure

3.3. Boss vs. subordinate Boss vs. subordinate

4.4. Peer pressure and kid pressure Peer pressure and kid pressure

5.5. Unsocial hoursUnsocial hours

6.6. Moments of despairMoments of despair

7.7. The noisy vs. the quietThe noisy vs. the quiet

Adult Teaching: What Should Teacher Expect?Adult Teaching: What Should Teacher Expect?

1.1. Adult classrooms may present diversity. Adult classrooms may present diversity.

2.2. Adults respond well to knowledgeable and Adults respond well to knowledgeable and enthusiastic teachers. enthusiastic teachers.

3.3. Adults need a comfortable and safe learning Adults need a comfortable and safe learning atmosphere. atmosphere.

4.4. Adult learning is transformative and educational. Adult learning is transformative and educational.

5.5. Adults need repeated practice of a concept or a Adults need repeated practice of a concept or a skill. skill.

6.6. Adults learn well with question asking and Adults learn well with question asking and answering, problem finding and solving. answering, problem finding and solving.

7.7. Adults want practical contexts simulating real life.Adults want practical contexts simulating real life.

ConclusionConclusion

Adult learners benefit byAdult learners benefit by content-based content-based andand task- task-based instruction based instruction that isthat is student-centered student-centered and and performed by means ofperformed by means of communicative method communicative method making it making it interactiveinteractive and and collaborative. collaborative. The outcome isThe outcome is not mere not mere knowledge acquisition knowledge acquisition but but skill development. skill development.

Remember that your adult students need to have Remember that your adult students need to have a safe and friendly learning environment, be a safe and friendly learning environment, be respected and heard, be challenged and engaged respected and heard, be challenged and engaged in their studies, see the relevance and immediate in their studies, see the relevance and immediate

usefulness of the learning.usefulness of the learning.

Thank you for attention!Thank you for attention!