CHILD,

A DOLESCENT,
A ND A DULT
LEARNING
 John
Andres
John
David

Ruffa
ICE BREAKER TIME!
I'm Alive, Alert, Awake,
Enthusiastic!
 INTENDED
LEA RNING
OUTCOME (ILO)
At the end of this chapter,
the students are
Compare Child,expected
to:
Adolescent, and

Adult
learning
 Learning Point: Principles of
Cognitive Development

1.) DEVELOPMENT PROCEEDS IN AN ORDERLY AND PREDICTABLE

PATTERN.
Development occurs through developmental milestones, defined as the
appearance of developmentally more advanced behavior, which appear in
a predictable manner.

2.) THERE ARE PERIODS OF RAPID GROWTH SPURTS IN BETWEEN

PERIODS
OF SLOWER GROWTH. It means that development is not constant.
Principles of Cognitive
Development
3.) DIFFERENT INDIVIDUALS DEVELOP AT DIFFERENT RATES
=> Some learners reach developmental milestones early, some
are later, even if they are within the same developmental
period.

4.) DEVELOPMENT IS CONTINUALLY AFFECTED BY

NATURE (HEREDITY) AND NURTURE (ENVIRONMENT)
(Hurst, n. d.).
The above-mentioned principles of growth and
development are necessary for teachers to know, so
they could address the learning needs, abilities, and
expectations from learners.
 Learning point:
Young Learners (Children)
The following are the characteristics of young
learners:
1.) They can learn through talking about themselves,
families, and their lives.
2.) They are curious to learn and discover new concepts
on their own.
3.) They like to use their imagination and discover
things. 4.) They naturally need to touch, see, hear, and
interact to learn.
 Young Learners
5.) Their attention span is very short, thus they need
engaging and entertaining activities so as not to lose
their interest.
6.) They like to cooperate and work in groups.
7.) They need support and encouragement while
learning. 8.) They need to work with their students
individually because they need to be guided
( "Differences of Young, Adolescent, and Adult
Learners", 2018).
ADOLESCEN
T
LEARNERS
 LEARNING POINT:
Adolescent learning
The following are the characteristics of adolescent learners
1.) They are in search of personal identity.
2.) They are in need of activities that meet their needs and
learning expectations.
3.) They become disruptive when they lost interest in the lesson
or if they feel bored.
4.) They need help and support from the teacher and to be
provided by constructive feedback.
5.) They can draw upon a variety of resources in the learning
environment including personal experience, the local
community, and the internet.
 Adolescent
learning
6.) They need the teachers to build bridges between
the syllabus and world of interest and experiences.
7.) They can learn abstract issues and do
challenging activities.
8.) Their personal initiative and energy are move into
action through meaningful involvement with relevant
and current content ("Differences of Young, Adolescent,
and Adult learners," 2018).
ADULT
LEARNING
ADULT
LEARNING
ADULT LEARNING
ADULT LEARNING
 LEARNING POINT:
ADULT LEARNING
Is a theorist on adult learning
and who popularized the
concept of andragogy. The
term ANDRAGOGY means the
art and science of helping
adults learn.
Malcolm
Knowles
 ADULT
Knowles Did a research on Adult learning. Based on
LEARNING
his findings, the following are posited about adult
learners' characteristics along five areas:

1.) Self-concept. - Adults move from depedency to

increasing self-directedness as they mature. They
can direct their own learning, they can initiate their
learning even without the help of others in planning,
carrying out, and evaluating their learning activities.

2.) Adult learner experience. - They draw on their

accumulated experiences as their resouce for
learning .
 ADULT
LEARNING
3.) Readiness to learn. - They are ready to learn when
4.) Orientation to learning. - They are
they assume new social or life roles. problem-centered
and they want to apply new learnings immediately.
They are interested in subjects that have immediate
relevance and impact to their job or personal life.

5.) Motivation to learn. - They are motivated to learn by

internal rather than external factors ("Teaching
excellence in Adult Literacy," 2011).
 ADULT LEARNING
PEDAGOGY (ADOLESCENT) ANDRAGOGY (ADULT)

Teacher-structured Learner-structured

Minimal control by the learner Minimal Control by teacher

Focus on training for events to come Focus o assimilation for training from past
experience.

Encourage convergent thinking Encourage divergent thinking

Focus on memory Focus on thinking and Doing

Content supplied by teacher/Class material
best Content supplied partially by students
Based on Specified content standards
Outcomes evolve as learning progresses
 ADULT
LEARNING
What makes adult learners different from adolescent
and young learners ?
1.) Adults are more displined than adolescent.
2.) They have a clear understanding of their learning
objectives.
3.) They need to be involved in choosing on what and
how to learn.
4.) They prefer to rely on themselves and work on their
own pace.
5.) They came to the classrom, with a wide range of
knowledge, expectation and experiences.
ADULT
LEARNING
6.) They are able to do a wide range of activities .
7.) Adults learn at various rates and in different ways according to
their intellectual ability, educational level, personality and cognitive
learning styles.
8.) They come into the classroom with diverse experiences,
opinions, thoughts,
and beliefs which needs to be respected ("Differences of
Young, Adolescent, and Adult learners," 2018)
 Educational
Implications for
Teaching Adult
On the basis of the characteristics of adults, following are
Learners
some of the implications for teaching this group of
learners and suggestion given by Malcolm Knowles;

a.) Set a cooperative climate for learning in the classroom

b. ) Assess the learners' specific needs and interests
because these are the more important things he wants
to learn.
c.) Develop learning objectives based on the learners
need, interests, and skill levels.
 Educational
Implications for
Teaching
d.) Design Adult
sequential activities to achieve objectives.
e.) Work collaboratively with the learner to select
Learners
methods, materials, and resources for instruction.
f.) Evaluate the quality of the learning experience and
make
adjustments as needed , while assessing needs for
further learning.
g.) The experiences provided them should be problem-
centered rather than content oriented (Kersley, 2010;
Knowles n. d.).
h.) They have to be involved in the planning and
evaluation of their instruction.
 Educational
Implications for
Teaching Adult
The physiological changes being experienced by
adolescents at that stage, influence their emotional,
cognitive, Learners
social and even physical development. The growth
spurt occurs at this developmental stage. Because the
influence of peers is very strong at this time, expectedly,
they are confronted with many distractions and other
concerns that veer their attention away from school
activities and experiences. Thus, it is important for teachers
to be visibly supportive of the challenges, confronting the
adolescent students. It is also important that teachers guide
and support them, so that they are able to reach their
highest and proximal level of development. Adolescents also
tend to be impulsive and they have their own unique
interests, as well.
Any
questions?
 THANK
YOU FOR
LISTENING!