Adult Learning

An Overview of the Theories

Jean Marrapodi Summer 2002 ED828

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

Learning Accelerated Learning 4MAT Self Directed Learning Androgony

Transformational Learning
The intent of education for emancipatory action or perspective transformationis 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 assumptions Examining new information Intentionally 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

Occurrence of a trigger event that prompts inner discomfort and perplexity An appraisal of oneself or self-scrutiny

An exploration of ways to either explain discrepancies or to live with them

The integration of new perspectives into ones life

The development of alternative perspectives or new ways of thinking and acting

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 Overview Patricia Cranton Research Overview Stephen Brookfield Research Overview Jurgen 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 environment Total learner involvement Collaboration among learners Variety that appeals to all learning styles Contextual 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 automatically
The Accelerated Learning Handbook, p 9-10

Accelerated Learning Foundations

Framed in Howard Gardners Multiple Intelligences Each learner has strengths in a particular area:

Verbal-Linguistic Logical-Mathematical Visual-Spatial

Body-Kinesthetic Musical-Rhythmic Interpersonal Intrapersonal

Gardners Intelligences
VerbalLinguistic LogicalMathematical Visual-Spatial BodyKinesthetic MusicalRhythmic Interpersonal Intrapersonal
Ability to use words and language Capacity for inductive and deductive thinking and reasoning, use of numbers, recognition of abstract patterns Ability to visualize objects and spatial dimensions, and create internal images and pictures Wisdom of the body; ability to control physical motion Ability to recognize tonal patterns and sounds, sensitivity to rhythms and beats Capacity for person-to-person communications and relationships 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 body

Auditory learning

Let them hear and talk about it

Let them visualize and picture it Let them process it
The Accelerated Learning Handbook, p 41-50

Visual Learning

Intellectual learning

Name Dropping of Accelerated Learning Theorists

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

Dave Meier Research Overview Colin Rose Research Overview Howard 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 learners favorite way to learn.

4MAT System
Direct Experience
Experiencing

Active Experimentation

Action

4MAT CYCLE

Reflection

Reflective Observation

Abstracting

Abstract Concept

4MAT System
Learners also favor one side of the brain over another. Left Brain
logical verbal analytical

Right Brain
creative spatial 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 learners 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 Rogers

http://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
Teachers 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
Forming 4 Abstract Concepts 1 Concrete Experience

Learning occurs around the circle May start in any place

3 Testing in New Situations 2 Observation and Reflection

Experiential Learning Styles

Learning style Converger Diverger Assimilator Learning characteristic Abstract conceptualization + active experimentation Concrete experience + reflective observation Abstract conceptualization + reflective observation Concrete experience + active experimentation

Accommodator

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).