Preparing for Instruction 1 -- Characteristics of Adult Learners

Way back in 1968 Malcom Knowles literally spread the word Andragogy to fellow educators. This term was his new label for teaching adults to learn. Spurred by Lindeman's pioneering ideas that adults are motivated to learn based on the situation(s) and past experience(s).  

Over, approximately a sixteen year period (1968 to 1984) Malcolm solidified 6 assumptions highlighting the differences between the adult learner and the child:

1. As people age they change their perspective of themselves from dependent to self directed,
2. Knowledge is stored and built upon,
3. Adults become ready to learn a subject or task as it becomes relevant to their stage in life. Imagine a stairway of knowledge leading to the next phase of their life,
4. Problems become learning opportunities. For the future, or, a need to know right now,
5. Adults can be led to the learning; you can't make them drink; they decide; and 
6. Adults want to know why they should learn something....so engage them by telling them what and why...right from the start (Merriam, S; Bierema, LL, 2014).

Although, I have yet to read the book The Adult Learner (Knowles, M. S., Holton III, E. F., Swanson, R. A., 2012) my curiosity is peaked by the title of chapter 14: Making Things Happen by Releasing the Energy of Others. This leads me to ponder how, when instructing / facilitating, I utilize 2 of the 6 assumptions above:

Assumption 1: Paying careful attention and consideration to how a problem or issue is presented can make the difference on how it lands on people and their response (resentment, resistance or enthusiasm and mutual respect). The more self-directed or grownup, we perceive ourselves to be, the less we want to be told what to do...or how to do it. Ask what the learner(s) think will work?

Assumption 6: Introduce an issue / topic of learning and share why learning about this topic is important. Painting a picture by telling a thought provoking story with an emotional impact. Grabbing their attention around possible consequences of not knowing. Learners then have a starting point to decide if it is relevant to them and worthy of their investments (efforts, prioritization, time, money, and change of practice). Ask learners for their thoughts on how to resolve a situation or identify actions needed.


References:

Andragogy (Malcom Knowles). (2016, May). Instructional Design Resources on this site were created by Greg Kearsley and Richard Culatta. Retrieved from http://www.instructionaldesign.org/index.html

Eduard C. Lindeman. (2016, May). Wikipedia The Free Encylopedia. Retrieved from 

https://en.wikipedia.org/wiki/Eduard_C._Lindeman

Merriam, S. B., & Bierema, L. L. (2014). Adult Learning: Linking Theory and Practice. Andragogy: The Art and Science of Helping Adults Learn. pp, 46, 47. Jossey-Bass, San Francisco, CA.

Knowles, M. S., Holton III, E. F., Swanson, R. A. (2012). The Adult Learner. Routledge, Abingdon, Oxon, NY. Retrieved from Amanzon.ca https://www.amazon.ca/Adult-Learner-Malcolm-S-Knowles/dp/1856178110/ref=sr_1_5?s=books&ie=UTF8&qid=1463854232&sr=1-5 (2016, May).