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Adult Development Perspectives

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Adult Development Perspectives Physical/Biological Aging: external and internal Psychological Changes: cognitive/personal Social and cultural factors: changes in ... – PowerPoint PPT presentation

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Title: Adult Development Perspectives


1
Adult Development Perspectives
  • Physical/Biological Aging external and internal
  • Psychological Changes cognitive/personal
  • Social and cultural factors changes in adulthood
    determined by sociocultural context
    (eg.characteristics of higher social status -
    employed, live longer, stable social class
    shapes choices and opportunities social roles
    determine learning needs)

2
Biological aging
  • External noticeable (grey hairs, wringkles,
    changing body contour, gaining weight)
  • Senses see, hear, feel
  • Nervous system reaction time
  • Intelligence fluid crystallized
  • Memory short long term
  • Disease related fatigue

3
Psychological development
  • Intellectual development (stable until 60s,
    on-going research)
  • Cognitive development (concern thinking pattern,
    dialectic vs relativistic)
  • Personal development (sequential patterns, life
    events, transitions)

4
Adult Development -- Phasic
  • Changes that occur during relatively fixed
    periods of life/age-related periods
  • central preoccupations and focal tasks that frame
    ind. perspective shift with age
  • educational opportunities perceived in light of
    developmental task to attain stability
  • further research exploration of particular
    sub-groups, ed. roles in life structure

5
Adult Development -- Stage
  • Focus on changes not correlated with age but
    biological development
  • Physical/psychological/cognitive development
  • implications matching instruction and curriculum
    to the different type of learners
  • implications classroom process is jointly
    affected by the stage of teacher and learner

6
Adult Development Implication to learning
  • Developmental tasks Havighurst
  • Teachable Moments Havighurst
  • Margin in life (P/L) McClusky
  • Life Transitions

7
Skills for growth/development
  • The ability to
  • select learning activities
  • plan learning activities
  • execute learning activities
  • evaluate learning activities
  • The ability from both individual and social point
    of view (no self actualization without social
    acceptance and participation i.e. experiencing
    self fulfillment through achie- ment
    individually, socially and culturally.

8
Personality characteristics for growth and
development
  • Self awareness
  • interest in this world and hereafter
  • interest in other people
  • desire to achieve
  • internalizing standards/criteria for making
    judgements

9
Learning Theory
  • Learning process by which bahavioral cahnges
    take place through reacting with an encountered
    situation
  • Theory an effort to summarize a large amount of
    knowledge concerning the laws of learning a way
    of analyzing, communi---cating and conducting
    research
  • Use of Theory guidance/improvement

10
Process of Learning or Learning System as a Black
Box
Theory explains whats happening inside the box?
11
General Learning Theories
  • Behaviorist -- learning occurs as a result of
    outside factors
  • Cognitive -- learners psychological, physical
    and social fields are important consideration
  • Social Learning -- learn in social setting by
    observing others
  • Humanist -- considers motivation, needs, interest
    as factors influencing learning

12
Behaviorism application
  • Rewards and punishments
  • Responsibility for student learning rests
    squarely with the teacher
  • Lecture-based, highly structured

13
Cognitive application
  • Inquiry-oriented projects
  • Opportunities for the testing of hypotheses
  • Curiosity encouraged
  • Staged scaffolding

14
Social Learning Theory application
  • Collaborative learning and group work
  • Modeling positive responses and high expectations
  • Opportunities to observe experts in action

15
Humanist Theory Application
  • Modifies information processed by people through
    changing value system
  • Provide intrinsic motivation to fulfil needs
  • Inculcating faith in ones ability to solve
    problem

16
Aspects Kids vs Adults
Learner Concept dependent Independent, self directed
Learner Experience insignificant Rich in resource learning
Learner Readiness Based on physical, mental, social dev. Based on need
Relevancy Later application Immediate application
Environment Subject-centred, authority-oriented, formal, competitive Problem-centred, collaborative, informal, respective
Planning By teacher Mutual
Needs By teacher Mutual/self-diagnosis
Lesson Design Sequenced in terms of subject matter, content focused Sequenced in terms of need, problem focused
Activities Transmittal of information Experiential technique
Evaluation By teacher Mutual
17
Evolution Adult Education Theory
  • The Meaning of Adult Education by Eduard Lindeman
    in 1926 marked the beginning of adult education
    as a field
  • Adult educators began to look for a unique adult
    education knowledge base
  • European adult educators began to use the term
    andragogy in the 1950s
  • Andragogy finally surfaced and became part of the
    educational language in 1967 with Malcolm
    Knowles, a prominent scholar in the field of
    adult education

18
Five principles of Andragogy
  • Self-Concept Adult learners are directing their
    own plan. (teacher directed vs. self directed)
  • Experience Adult learners bring an ever growing
    reservoir of experience and knowledge to the
    table.
  • Readiness to learn Adults are focused and ready
    to learn those things that will have a direct
    impact on themselves/family/work.
  • Orientation to learning Problem centered rather
    than subject centered.
  • Motivation Adult learners are learning for a
    reason, and they push themselves from within.
    They are sparked by an inner source and have a
    sense of urgency about their learning. (internal
    vs. external motivation)

19
Models of Self-directed Learning
  • Sequential (Tough, 1991)
  • What, where, how, set deadlines, get proper
    resources, find time, increase motivation
  • Interwoven (Brockett Hiemstra, 1991)
  • Self-directed learning occurs when need is
    matched with opportunity
  • Instructional (Grow, 1991)
  • From relying heavily on the teacher for guidance
    to taking full responsibility for learning
  • self concept moving from dependence toward self
    directed

20
Questions on self-directed learning
  • What is involved when adults take control of
    their own learning?
  • How do they set their learning goals?
  • How they locate appropriate resources?
  • How do they evaluate their learning?
  • How deliberation and serendipity intersect?
  • What about social and peer group supports?
  • The influence of culture/SES on learning?

21
Contemporary Theories of Adult Learning
  • Transformational Learning
  • Learning lead to empowerment and transformed
    world view
  • Gradually or through sudden experience (with
    sequential steps)
  • Informal Incidental Learning
  • Informal learning unstructured learning in the
    hands of the learner
  • Incidental learning a byproduct of interactions,
    trial-and-error, etc.
  • Can be enhanced by well-planned educational
    intervention.

22
Mezirows Perspective Transformation
23
Contemporary Theories of Adult Learning
  • Context-Based Adult Learning
  • Learning is shaped by the nature of the
    interactions and contexts
  • involves development in personal, interpersonal
    processes
  • Postmodern Theories
  • Knowledge is socially constructed and form in the
    eyes of the knower
  • One kind of learner, one learning goal, one way
    to learn dont exist
  • Critical Theory Worldview
  • Prejudice/oppression become common-sense viewing
    lenses
  • Learning through critical reflection and
    consciousness raising

24
Lessons from Learning Theories
  • Feedback and Reinforcement is necessary
  • Practice is important/Clear Objectives
  • Material must be meaningful
  • Learners must be involved
  • The Trainer must be credible
  • Learners must be able to see the benefits
    achieve incremental successes

25
Questions on Critical Reflection
  • How adults make sense or meaning from their
    experiences?
  • What are the dynamic involved in modifying
    meanings?
  • Why certain adults can be highly critical on
    issue related to ideologies but not on others?
  • To what extent is critical reflection associated
    with personality characteristics?

26
Questions on Experiential Learning
  • Is experiential learning a natural phenomena or
    shaped by culture?
  • Is length of experiential learning connected to
    intensity of learning?
  • Are there any difference in impact between adults
    and youngsters participating in experiential
    methods such as games, simulations, psychodrama,
    case-studies etc.

27
Assumption about Adult Learners
  • They are diverse, bringing wealth of life
    experiences. Active learning connects content to
    learners meaning structures
  • Diverse in ages, abilities, job experiences,
    cultural background, personal goals
  • Range in education 0 many years
  • Personal experiences and learning resources

28
Assumption about Adult Learners
  • They want to relate content to specific contexts
    in lives. Thus they are
  • Pragmatic learners
  • They want to improve performance
  • Expect class time to be well spent
  • Hope that courses will solve problems

29
Assumption about Adult Learners
  • They prefer to have some degree of control over
    their learning. They
  • Tend to be voluntary learners
  • Believe the decision to go to school is an
    important one
  • Believe education will be helpful

30
Assumption about Adult Learners
  • Their sense of self has a significant influence
    on the meaning of the learning situation. They
    may
  • Feel embarrassed on returning to school
  • Feel embarrassed joining classes with younsters
  • Hold negative impressions of their abilities
  • Hold negative impressions of school and teacher
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