Putting it all together: What I learned from teaching adults
As the opportunity arose to teach, I was hesitant because of the enormous responsibility I felt to ensure that the content presented would be understood and applied by the students in my class. As I began to teach, I had no idea the impact this might make on their lives. These individuals were characterized as the nontraditional student (NCES, 2002). My concerns were whether I was going about the right way to teach such a group of adult learners.
I was eager to know if there were strategies for teaching adult learners. I had heard the term pedagogy, but through various workshops and conferences I was introduced to the term andragogy. What was the difference and did it matter? Malcolm Knowles (1977) laid the foundation that differentiates adult learners. This began my pursuit to further my own education to meet my needs, which has brought me through the Instructional Design and Technology program. In these courses I have learned theories, strategies and design principles to support learning.
The first lesson learned was from the ARCS model by John Keller. One particular element that stands out is relevance. Adult learners have an immediate need to make application of their learning. These learners bring life experiences that assist in integrated new knowledge into prior knowledge. Durff’s Blog, Making Connections illustrates the schema we have and for adults it is about making the connection quickly.
A second lesson I learned was internal motivation and self-direction. There comes a time where most of us consider learning as a life-long process and embrace the challenge. Our desire to learn improves understanding of concepts as it relates to our work, interests, and daily living. In Melanie Booth’s installments on adult learning, she sheds a different perspective from her toddler’s actions. Her first three installments illustrate perspective, growth, and experience which adults bring with them to the classroom.
As I teach adults, I am also an adult learner. The lessons learned from teaching adults along with my desire to further my education have connected more pieces to the puzzle. What pieces can you add about adult learning?
References
Knowles, M. S. (1977). The modern practice of adult education: Andragogy versus pedagogy (8th ed.). New York: Association Press.
National Center for Educational Statistics (2002). Findings from the condition of education 2002; Nontraditional undergraduates (NCES 2002-012). U.S. Department of Education, NCES. Washington, DC: U.S. Government Printing Office.
Thompson, M. A., Deis, M.H. (n.d.). Andragogy for adult learners in higher education. Retrieved February 23, 2010 from http://business.clayton.edu/mthompso/02%20Allied%20Academy%20Paper%20F inal.doc
Guest blogger: Amanda Bevis manages the Madison County Adult Education program in Jackson, TN. Her prior work has gained her experience in healthcare, computer programming, and in the university setting all utilizing her computer experience. She holds a Bachelor’s degree in Computer Science and is currently pursuing a Master’s degree in Instructional Design and Technology.
