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Midterm

Serineh Vartani

Department of Education, Brandman University

EDUU 515: Teaching Adult Learners

Prof. Jeffrey Gafford

June 6, 2021
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Question #1: (Be sure to address BOTH aspects of this two-part question.)

How do you identify the learning needs of your students when you have a diverse class with a

wide range of experiences? What steps do you take to develop a strategy that successfully meets

their needs?

To identify the learning needs of my students when I have a diverse classroom with a

wide range of experiences, I start with a friendly introduction session. Each participant is

encouraged to join the conversation, provide some background information, and identify his or

her motivation. The information provided by adult learners helps the teacher to have a general

idea of the diversity of the studnets in the classroom. Adult learners have different roles in life

and understanding their unique situation is the first step to identify their needs and plan

accordingly (Merriam & Bierema, 2014). Howard Gardner's multiple intelligences theory

identifies eight and possibly nine forms of intelligence that may not be identified by an IQ test

(Merriam & Bierema, 2014). This shows that people learn differently and require a different

teaching approach based on their intelligence. “Multiple Intelligences theory recognizes that

everyone demonstrates varying levels of strengths and weaknesses in each area of intelligence,

including linguistic, logical-mathematical, visual-spatial, bodily-kinesthetic, interpersonal,

intrapersonal, naturalist, and musical” (Nicol, 2014, para. 3). Therefore, adopting universal

design learning (UDL) strategies in the classroom can help to reach students in multiple ways.

The guidelines provide by UDL for multiple means of representation, expression, and

engagement promotes the inclusion of all learners regardless of their abilities.

The other helpful strategy for working with adult learners is the motivation theory.

“Classical motivation theory provides insight into adult motivation to learn, and how it affects

adults’ access to and participation in learning activities” (Merriam & Bierema, 2014, p. 150).
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The information learned about the students and their intelligence can be used to motivate

students and promote a learning response. One of the ways to motivate adult learners is to

include them in the planning and learning process. Dewey believes that students learn best when

they are engaged in the process of planning and learning (Severson, 2009). To include the adult

in their learning process, we can ask a question that sparks a conversation where the adult can

engage in a discussion and learn from one another. Teachers are facilitators of the student’s

discussion and should guide them in a conversation that will help them learn new things and

connect their newly learned knowledge to their life.

Question #2:

How would you utilize the principles of Andragogy to communicate the objectives of the

program you are teaching (Teaching the Adult Learner) to assure not only understanding of key

concepts and theories, but also retention as well as authentic, practical demonstration of mastery?

Malcolm Knowles identifies the six principles for Andragogy; the need to know,

experience, self-concept, readiness, problem-centered orientation, and intrinsic motivation

(Merriam & Bierema, 2014). These six principles are the foundation of andragogy where “… the

facilitator sets a climate for learning that physically and psychologically respects adult learner

[…]” (Merriam & Bierema, 2014, p. 47). Knowles believes that by incorporating these principles

the teachers can create an environment that adult learners participate in the process of planning,

setting goals and learning objectives, participate in learning, and evaluating their learning

(Merriam & Bierema, 2014). As mentioned in question one, adult learners have a different

motivation for learning and their approach to learning is different from children. Therefore, using

a strategy that supports their learning is helpful. Adults need to know why they are learning

something to connect the information to the real-life situation, therefore it is important to clearly
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state the learning objectives at the beginning of the course to help students understand the

importance of participation and engagement in the learning. Adult learners learn through

experiences, which can be used as a strategy to connect the course material to previous

knowledge and expand on it. Some adult learners join the learning process to solve a problem in

their life which makes learning meaningful to them. By identifying the motivation of the adult

learners and the proper andragogy theory I will communicate the objectives of the program and

make sure that the student knows the outcomes of the course. This will help the student to have

an aim. “A good aim has to have a context, a need, resources, and obstacles. It has to have some

idea of the end in sight” (Severson, 2009, p. 40). By providing the course objectives using

students will develop an aim and work toward it.

Question #3:  (Be sure to address BOTH aspects of this three-part question.)

To what extent do you support self-directed learning (SDL) in your classroom? How do you

support adult learners to become self-directed, self-motivated, and independent learners? Please

provide an example.

I support self-directed learning (SDL) in my classroom by following the six steps

suggested by Knowles. The six steps are: setting the environment, identifying learning needs,

setting learning goals, identifying resources, choosing a teaching strategy, and evaluating the

learning (Merriam & Bierema, 2014). As mentioned in the previous two questions, I create a

positive environment that respects the diversity of the students and reflects their needs and

abilities. I provide different opportunities to learn about students’ learning needs and motivation

to plan accordingly and chose a teaching strategy that is appropriate. The theory that I would like

to use in my classroom is Gardener’s multiple intelligence theory. To implement this theory, I

use universal design learning (UDL) strategies by providing multiple means of representation,
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expression, and engagement (Nicol, 2014). I use UDL to evaluate the learning of the students

and plan.

I support adult learners to become self-directed, self-motivated, and independent learners

by providing multiple opportunities to engage in the process of learning. I use different strategies

to support my students to become independent learners. One of the strategies that I use is to

present them with clear learning outcomes. “Adult learners like to diagnose their own needs and

formulate their own goals” (Cordiner, 2017, para. 15). Therefore, I clearly state the learning

outcomes at the beginning of the course. Another strategy that I used is to give them control.

Merriam and Bierema (2014) provide a quote from Knowles explaining the learning process of

adults “in which individuals take the initiative, with or without the help of others […]” (p. 63).

By providing some control in the learning process adult learners take ownership for their actions

and engage in the learning process. Engagement in the process makes learning more meaningful

and relevant for them. Another strategy that I use is to constantly identify the learning needs of

the students. Adult learners participate in the learning process because they identified a need for

learning a specific subject. Therefore, it is important to identify the learning needs of learners

and use them to motivate the students to engage in the activity.

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References

Cordiner, S. (2017, October 19). 10 Ways to foster self-directed learning in your training.

American association for Adult and Continuing Education.

https://www.aaace.org/news/370743/10-Ways-to-Foster-Self-Directed-Learning-in-Your-

Training.htm

Merriam, S. B., & Bierema, L. L. (2014). Adult learning linking theory and practice. Jossey-

Bass.

Nicol, J. (2014, January 16). Multiple intelligences and UDL. The UDL project.

https://www.theudlproject.com/blog/multiple-intelligences-and-udl

Severson, D. (2009). John Dewey’s essentials for democracy and education. Proficiency

Publishers.