Understanding the Adult Learner

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Understanding the Adult Learner
A synopsis of Tornado of Change And Andragogy
and Self Directed Learning Pillars of Adult
Learning Theory
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Adult Learners all come with preconceived
expectations.
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The teacher only appears when the student is
ready to learn ( Hindu proverb)
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• The Adult Learner is
• Autonomous and self directed
• Full of life experience and knowledge
• Goal orientated
• Relevancy orientated
• Practical
• Deserving of Respect

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• Andragogy
• The art and science of helping adults learn. (
  Knowles, as cited by Merriam)
• Assumes
• The learner has is independent and self directed.
• Has life experience to draw from
• Has learning needs related to social role changes
• Problem centered
• Intrinsically motivated

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• Self Directed Learning
• The Goals
• Self Directed Learning
• Transformational Learning
• Emancipatory Learning and Social Action

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• Self Directed Learning
• The Process
• 1970s -Linear - Tough and Knowles
• 1980 1990 Interactive- Daniss
• Consider learner and learner context

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Professional Development (PD) facilitators and
organizational leaders need to recognize that for
PD to be effective, implementation must address
the needs of the adult learner. The
Concerns-Based Adoption Model (CBAM) is a
framework and set of tools for understanding and
managing change in people. (Horsley and
Loucks-Horsley)
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• The CBAM model identifies three stages of
  developmental process
• Stages of Concern this is the affective
  dimension that addresses how people feel about
  having to do something new or different.
• Awareness unaware or unengaged
• Self Concern Informational -what must I do
• - Personal how will this affect me?
• Task Concern Management what do I need to
  do this?
• Impact Concern Consequence how will I do
  this?
• - Collaboration who can I work
  with?
• - Refocusing how can I
  make this better?
• (Horsley and Loucks-Horsley)

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2. Levels of Use the behavioral dimension of
change Non Use no implementation
attempts Orientation Seeks information Prepara
tion adoption of new process Once the choice to
implement has been made, support will need to be
given as levels of use grow from mechanical to
routine to refinement to integration and through
renewal. (Horsley and Loucks-Horsley)
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• 3. Innovation Components identifying the
  change. What should the implementation look like
  if done successfully?
• Practice Profiles should consist of
• description of resources and conditions needed
  for implementation.
• identification of standards
• descriptive examples
• (Horsley and Loucks-Horsley)

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• Key Messages
• Change is a process, not an event.
• Change is a highly personal experience.
• Knowledge of CBAM will assist staff developers in
  diminishing resistance (Horsley and
  Loucks-Horsley)
• Adult Learners do not submit to the just do it
  philosophy. Learning opportunities need to make
  sense and be seen as purposeful.

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Additional Resources http//honolulu.hawaii.edu/in
tranet/committees/FacDevCom/guidebk/teachtip/adult
s-2.htm http//online.rit.edu/faculty/teaching_str
ategies/adult_learners.cfm http//pd360.com
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Bibliography Adult Learners, from
http//honolulu.hawaii.edu/intranet/committees/Fac
DevCom/guidebk/teachtip/adults-2.htm Horsley, D.
L. Loucks-Horsley, S. (1998). CBAM brings order
to the tornado of change. Journal of Staff
Development, Fall, 19(4). Merriam, S. B. (2001).
Andragogy and self-directed learning Pillars of
adult learning theory. In S. B.