ADULT

LEARNIN

G

COMPETENCY OBJECTIVES

1.Recognize characteristics of • adult learning and• learning styles

2.Develop a model for • a mutually responsive

and • effective learning

environment

ADULT LEARNING LITERATURE

• Adults have specific learning needs (Knowles, Malcolm, 1975; Zemke, Ron and Susan, 1984; Hill, Lloydene F. 1999)

ADULT LEARNING THEORIES• self-direction• learning through

experience • being motivated

by what students perceive to have real value and applicability

• occurs in a friendly, informal climate

Malcolm

Knowles

(1975)

• A motivation to learn from life situations

• A connection to self-esteem and pleasure

• A preference to be self-directed, use more than one medium for learning, and a desire to control pace

• A need for acceptance of viewpoints for different developmental life stages and value sets

Ron and Susa

n Zemke

(1984)

• Pedagogical learning: dependent upon teaching, external motivation

• Andragogical learning: self-disciplined, bring experience to learning, free to learn what is relevant

Lloydene F. Hill

(1999)

• People do exhibit learning style preferences (Dunn and Dunn, 1992; Pitts, Joseph, 2009)

LEARNING STYLES LITERATURE

LEARNING STYLE THEORIES

• Learning styles refer to different ways individuals receive & process information

• Learning styles differ among individuals, societal groups and cultures

• Several models are identified to illustrate different ways of thinking about learning

VAK (VARK)

(1920’s)

• Fernald, Keller, Orton, Gillingham, Stillman and Montessori• V – Visual:

seen, observed• A – Auditory:

heard words, sounds

• R – Reading: written words

• K – Kinesthetic: touching, doing

Linguistic Intelligence

Musical Intelligence

Logical-Mathematical Intelligence

Interpersonal lntelligence

Intrapersonal Intelligence

Spatial Intelligence

Bodily-Kinesthetic

Howard Gardner’sMultiple Intelligences

EXPERIENTIAL LEARNING THEORY (1984)

4. Actively tested

(doing)

• Matching teaching to learning style preferences is not significant to student achievement (Sparks, Richard L., 2006; Pashler, Harold; McDaniel, Mark; Rohrer, Doug; Bjork, Robert, 2009)

• Meaning assists memory retention (Sparks, Richard L., 2006)

LEARNING STYLES LITERATURE

• A responsive relationship between field instructor and student may enhance learning versus• dominant-subordinate or• superior-substandard(Miller, Jean Baker, 1976; Kohl, Herbert, 1991; Merson, Martha, 1994)

Developing Your Model

Herbert

Kohl (1991) “I won’

t Lear

n From

You”

Learn how not to learn• willful

rejection of teaching

• not a student failure

• struggle with authority

• issue of pride and integrity

Free choice in learning• resist

racism• passiv

e defense to preserve identify

• daydream to shut out teacher

Martha

Merson (199

4) “Can

We Lear

n From

You?”

Applies Kohl’s

principles to adult

learning – fears,

struggles with

authority, loyalties, resistance

• Relationship• Differences• Commonalities• Knowledge• Learning Needs• Competencies• Values• Identities• Uniqueness• Learning Styles• Theoretical Framework

Considerations for

Adult Learning in Field

Education