C

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CS563--Class 3

• Adult Learning and
• the Social Realities of Teaching

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Malcolm Knowles (1980, 1984)

• Adults tend to be self-directing.
• Adults have a rich reservoir of experience that
  can serve as a resource for learning.
• Adult readiness is tied to their need to know or
  do something therefore, they tend to have a
  life-, task-, or problem-centered orientation to
  learning (not subject matter).
• Adults are motivated to learn because of internal
  or intrinsic factors.

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Andragogy

• The art and science of helping adults learn.
• Malcolm Knowles, 1970

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Pedagogy Vs. AndragogyAssumptions
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Pedagogy Vs. AndragogyProcess Elements
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Assumptions to Be Made

• Adults need to know why they need to learn
  something.
• Adults need to learn experientially.
• Adults approach learning as problem-solving.
• Adults learn best when the topic has immediate
  value.
• Adults view learning as an active process in the
  construction of meaning.

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Instructors should be prepared

• Establish an environment, physically and
  psychologically, conducive to learning.
• Establish an environment of mutual respect among
  all participants.
• Emphasize collaborative modes of learning.
• Emphasize that learning is pleasant.
• Establish an atmosphere of mutual trust.
• Offer to be supportive.

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To be committed must feel they contributed to
planning.

• Involve learners in assessment of their learning
  needs.
• Encourage learners to formulate their own
  learning objectives.
• Encourage learners to identify resources and to
  devise strategies for using these resources to
  accomplish their objectives.
• Help learners carry out their learning plans.
• Involve learners in the evaluation of their
  learning.

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• Social Realities of Teaching
• (Lieberman Miller)

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Nature of Teaching

• 1. Style is personalized.
• 2 missions cognitive and affective
• Individual vs. group
• To blend the two becomes the professional id.
• 2. Rewards are derived from students.
• Intrinsic rewards (Lortie)
• Not immediate

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• 3. Teaching learning links are uncertain.
• Endemic uncertainties (Lortie)
• 4. Knowledge base is weak.
• Researchers vs. practitioners
• Action research and inquiry
• Qualitative research

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• 5. Goals are vague often conflicting.
• Too many goals
• Rarely set goals together
• 6. Control norms are necessary.
• Building manager vs.instructional leader

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• 7. Professional support is lacking.
• sink or swim
• 8. Teaching is an art.
• Messy, circular, personal, reinvented
• Craft pride

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• 9. Teaching promotes individualism.
• Individuality good
• Individualism bad
• 10. Schools are balkanized.
• Departmentalized, marginalized
• Territorial, protect interests

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Contrived Collegiality

• Administratively imposed
• Time, place, reason to meet, and should lead to
• COLLABORATION
• BUT
• If trying to strip away individuality or if there
  is no shared belief, will never get past
  contrived.

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Dailiness of Teaching

• Rhythms
• Classroom is teachers world based on time and
  space. Routine is good dont break routine.
• Rules
• Practical (tacit knowledge, immediate
  implications)
• Private (dont brag dont look weak)

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• Interactions
• Elementary the kids
• Secondary content is medium
• Peers non-instructional
• Principal reciprocal or tenuous
• Feelings
• Lack of confidence uncertainty
• Control in classroom vs. outside it

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Implications for Staff Development

• It is culture binding
• It is teacher inquiry into practice
• It is about human development and learning for
  both students and teachers.
• It is a craft.