STAT Teacher Summer Workshop
Adult Learning Theory
https://bcpsodl.pbworks.com
2015
Today your
facilitator is
Outcome
Participants will

develop an understanding of adult
learning theory

select best practices for delivering
professional development to an adult
audience
Learning Pyramid
Think about how we teach
students. Can you predict
where the following types of
instruction fit on the Learning
Pyramid?
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•
demonstration
•
lecture
•
reading
•
teach others
•
discussion
•
practice doing
•
audio visual
Learning Pyramid
Malcom Knowles is often credited as the “father” of adult
learning theory. He coined the term “andragogy” to describe
his work in the space of teaching adults. He had five main
assumptions of adult learners:
1.
Adult learners have a concept of themselves as a learner
2.
Adults have an ever growing reservoir of experience
3.
Adults have a specific readiness to learn
4.
Adults orientation/motivation to learning is different than
that of children
Pedagogy v. Andragogy
Assumption
Pedagogy
The learner’s concept Text
of learning
Role of the Learner’s
Experience
Text
Readiness to Learn
Text
Orientation
to/Motivation for
Learning
Text
Andragogy
Possible PD Strategies
Choose one assumption you would like to take a
deeper dive into. You will work with a small group
to become experts on that assumption. We will
come back together, in our current groups, and
share our new learning.
1- Self
concept
2- Role of
learner’s
experience
3- Readiness
to learn
4- Orientation/
Motivation for
learning
Pedagogy v. Andragogy
Assumption
Pedagogy
Andragogy
The learner’s concept
of learning
Text
Role of the Learner’s
Experience
Text
Readiness to Learn
Text
Orientation
to/Motivation for
Learning
Text
Possible PD Strategies
Implications


What are some implications for us as
we plan job embedded professional
development for our teachers next
year?
What are the most important things to
consider when planning PD for adult
learners?
“I hear and I forget. I see and I remember. I do and I understand.”
Confucius
Attention: 90:20:8 Rule
Adults can listen with
understanding
for 90 minutes
And with retention
for 20 minutes
So try and involve them
every 8 minutes
Bob Pike
Pedagogy v. Andragogy
Assumption
Pedagogy
Andragogy
Possible PD Strategies
The learner’s concept
of learning
Text
Role of the Learner’s
Experience
Text
Readiness to Learn
Text
Orientation
to/Motivation for
Learning
Text
PD Strategies
Speck (1996) notes that the following important points of adult learning theory should be considered when professional
development activities are designed for educators:
•
•
•
•
•
•
•
Adults will commit to learning when the goals and objectives are considered realistic
and important to them.
Adults want to be the origin of their own learning and will resist learning activities
they believe are an attack on their competence.
Adult learners need to see that the professional development learning and their dayto-day activities are related and relevant.
Adults need to receive feedback on how they are doing and the results of their efforts.
Opportunities must be built into professional development activities that allow the
learner to practice the learning and receive structured, helpful feedback.
Adults need to participate in small-group activities during the learning to move them
beyond understanding to application, analysis, synthesis, and evaluation..
Adult learners come to learning with a wide range of previous experiences,
knowledge, self-direction, interests, and competencies..
Barriers


What barriers can you foresee in working
with your staff next year?
How can you apply your knowledge of adult
learning theory to overcome those barriers?
Instructional Strategies
Based on what you have learned, what
types of job embedded PD will you plan
for your staff?
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Learning Styles
Honey and Mumford
The Reflector
The Theorist
The Activist
The Pragmatist
Implications

What are the implications for us in
terms of adult learning styles?
Reflect-Act-Wonder
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