learstyl.pdf

Adult Learning Styles and Training Methods

(Forget those 13,000 hours!)

FDIC ADR Presentation Handouts

John Mihall

Helen Belletti

February 16, 1999

Objectives

By the end of this hour, you will be able to –

• describe adult learner

characteristics,

• determine what factors contribute to

maximum retention in adult learners

• be able to select the most effective training

methods for ADR.

PEDAGOGY vs ANDRAGOGY

The term “pedagogy” was derived from the Greek words “paid” (meaning “child”) an d

“agogus” (meaning “leading”). Thus, it is defined as the art and science of teachin g

children.

The term “Andragogy” was coined by re searchers of adult learning in order to contrast their

beliefs about learning to the pedagogical model. Malcolm Knowles first introduced th e

concept in the US in 1968. The concept of andragogy implies self-di rectedness and an active

student role, as well as solution-centered activities. It was derived from the Greek wor d

“aner” (with the stem andr-) meaning “man, not boy.”

DIFFERENCES BETWEEN CHILDREN AND ADULTS AS LEARNERS:

CHILDREN

ADULTS

Rely on others to decide what is

Decide for themselves what is

important to be learned.

Accept the important being

Need to validate the information

presented at face value.

based on their beliefs and

experience.

Expect what they are learning to be

useful in their long-term future.

immediately useful.

Have little or no experience upon

Have much experience upon which

which to draw – are relatively “clean

to draw – may have fixed viewpoints.

slates.”

Little ability to serve as a

Significant ability to serve a

knowledgeable resource to teacher

knowledgeable resource to trainer

or fellow classmates.

and fellow learners.

COMPARING PEDAGOGY AND ANDRAGOGY – ASSUMPTIONS:

COMPARISON

CATEGORIES

PEDAGOGY

ANDRAGOGY

Self Concept

• Children are dependent on teacher

• Adults expect and enjoy

and enjoy dependence.

independence.

• Expects to be taught. Takes no

responsibility of teaching self.

• They like control, i.e., like to

take control.

• Expects teacher to be dominant in

determining what, when, and how

something is to be learned.

• Learning is a process of

sharing with the teacher and

one another.

• Teacher has responsibility to

encourage and nurture the

process of self-direction.

Need to Know • Children need to know what the

• Adult learners need to know

teacher teaches in order to pass and

why they need to learn

get promoted. Material does not

something before undertaking

need to be “life applicable.”

to learn it.

Experience

• Children have few experiences

• Have many experiences;

relevant to what is being taught;

therefore, teacher must draw

therefore, teacher must create

on adult-learner experiences.

pertinent experiences.

• Teachers or experts are the

• Trade-off. Anyone in class also

transmitters of experience.

could share.

• Teacher seldom recognize

• In some areas, students may

experiences that children do have.

have more experience than the

instructor.

• Elicits little discussion in class--

• Elicits 2- and 3-way

teacher to student, one-way

communication: instructor to

communication

student and student to student.

ASSUMPTIONS

(continued)

COMPARISON

CATEGORIES

PEDAGOGY

ANDRAGOGY

Readiness to

Learn

• Children are not necessarily ready to • Adults normally come to class

learn. Teacher must decide when it

motivated and ready to learn,

is time to learn specific skills or

because they’ve chosen the

knowledge and tries to create

training.

motivation.

• We impose uniform curricula on

• Adults learn in order to cope

children by classes and age groups.

with real-life tasks.

• Adults do not group by age,

sex, but by experience.

Ti me

Perspective

• Children are believed content to

• Pragmatic—want application

study for the future. (“Someday you’ll

today.

need this.”)

• Children are believed content to only • Can barely tolerate studying

accept knowledge and understanding

anything that can’t be applied

level, not application level.

to a task they expect to

perform.

Orientation to

learning

• Children and teachers of children are • Adults and teachers need to be

subject-centered and enjoy being so.

problem or task centered.

(1:00 reading, 2:00 math, etc.)

• Learning is a process of acquiring

• Learning is a process of

subject matter content to be used at a

increasing competence to

later time in life.

achieve full potential in life.

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