It doesn鈥檛 take an advanced degree in education to understand that teaching adults is quite a bit different than teaching children.
The field of education has traditionally viewed students, especially younger ones, as empty vessels into which teachers can pour knowledge. But this is obviously not the case with adult learners, whose knowledge and understanding of the world has been shaped by considerably more lived experience.
Additionally, unlike younger students who are compelled to be in school whether they like it or not, adult learners typically have made a choice to continue their education. This means they may be more engaged in the material and more appreciative of your efforts to help them learn.
There are other differences too, but here鈥檚 the most important similarity: No matter who your students are, you鈥檒l still need to establish a connection with them and put in place effective teaching strategies that maximize their learning outcomes.
Therefore, when it comes to adult learners, understanding how they access and process new information is key. Simply stated, teaching adults is most effective when educators understand and apply time-tested adult learning strategies.
Andragogy is the term used to describe a set of principles, methods and practices for teaching adult learners.
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Andragogy theory was developed by educator Malcolm Shepherd Knowles, who thought of it as the art and science of adult learning and set forth key principles that today are widely accepted throughout the field of education. (We鈥檒l have a lot more to say about Mr. Knowles below.)
Andragogy vs. Pedagogy
Experienced educators are familiar with the terms 鈥渁ndragogy鈥� and 鈥減edagogy鈥� 鈥� the latter describing principles and best practices for teaching children.
The Institute on Aging offers an informative chart comparing the.
Children
Adults
Rely on others to decide what is important to be learned.
Decide for themselves what is important to be learned.
Accept the information being presented at face value.
Need to validate the information based on their beliefs and experience.
Have little or no experience upon which to draw 鈥� are relatively 鈥渃lean slates.鈥�
Have much experience upon which to draw 鈥� may have fixed viewpoints.
Expect what they are learning to be useful in their long- term future.
Expect what they are learning to be immediately useful.
Little ability to serve as a knowledgeable resource to teachers or fellow classmates.
Significant ability to serve as a knowledgeable resource to trainers and fellow learners.
Source:
The term by German educator Alexander Kapp, but Malcolm Knowles is credited with developing the theories and ideas most closely associated with the term, and introducing it to other English-speaking academics with a paper published in 1968.
Knowles followed that up in 1973 with a book titled 鈥淭he Adult Learner: A Neglected Species.鈥� Today, some academic courses that help educators successfully teach adult learners use as a textbook for such studies. Knowles (1913鈥�1997) is widely regarded as 鈥渢he father of adult learning theory.鈥�
OK, now it鈥檚 time to take a closer look at Knowles鈥� theories. In his view, understanding adult learning begins with five important assumptions, summarized below by:
This connects to suggestions that Knowles offers for educators aiming to effectively teach adult learners, summarized below by teacher resource website:
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According to, Knowles also put forth a the following detailed set of desired outcomes for adult learning:
The subject of adult learning styles is thoroughly explored in by General Assembly, an experiential education resource. The article asserts that adult students learn best when:
Educators are encouraged to be mindful that adult students may have different learning styles that connect to how they absorb and process information. As explains:
Visual learners 鈥減refer to be shown a lesson through graphs, diagrams, and illustrations. They rely on what the instructor is doing and often sit in the front of the classroom to avoid visual obstructions. The best form of communication is providing worksheets, white boarding, and leveraging phrases such as, 鈥楧o you see how this works?鈥欌��
Auditory learners 鈥渓isten carefully to all sounds associated with the lesson. 鈥楾ell me鈥� is their motto. They will pay close attention to the sound of your voice and all of its subtle messages, and actively participate in discussions. You can best communicate with them by speaking clearly, asking questions and using phrases like, 鈥楬ow does that sound to you?鈥欌��
Tactile learners, also called kinesthetic learners, 鈥渘eed to physically do something to understand it. Their motto is 鈥楲et me do it.鈥欌�� They trust their feelings and emotions about what they鈥檙e learning and how you鈥檙e teaching it. Tactile learners are those students who will get up and assist instructors with role-playing in the classroom.
We鈥檝e covered a lot of ground here. Let鈥檚 conclude with a quick punch list of teaching strategies for adult students:
For those interested in learning more about andragogy and how to most effectively teach adult learners, here is some additional research and reading material.
Are you more of a visual learner? Here are several YouTube videos on the topic of adult learning:
Are you an educator who would benefit from taking an online course on expanding your understanding of how to teach adult learners? If so, you may wish to check out several courses that we offer here at the 亚色影库鈥檚 Division of Professional & Continuing Education:
What is andragogy?
Who is Malcolm Knowles?
Widely regarded as 鈥渢he father of adult learning theory,鈥� Malcolm Knowles is credited with developing the theories and ideas most closely associated with the term andragogy.
What courses are available for educators seeking to learn more about teaching adult learners?
Here at the 亚色影库鈥檚 Division of Professional & Continuing Education, we are expanding our course offerings on the topic of teaching adult learners. The first in our series of three courses is titled聽Understanding the Adult Learner 鈥� Theory and Skills to Become a More Effective Professional Learning Designer and Facilitator.听
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