Teaching and Adult Education

Learning DR NURFARADILLA MOHAMAD NASRI

Strategies [email protected]
0189864837
What is Adult Education?

Adult Education encompasses a wide range of instructional

strategies and student skills from basic literacy to college
level and beyond.
REFLECTION 1: Opening Thoughts

Examining your current thoughts on adult learning and instructional practices can help
you preparing effective instructional approaches for adult learners.

Please briefly record your answers to the following questions.

1. What do you think are some important characteristics of adult learners?

2. What kinds of classroom and/or training activities have been most effective for
you as an adult learner?
3. What are one or two activities that you usually include as an instructor?
Briefly describe them.
Andragogy & Pedagogy Defined

Merriam-Webster Dictionary Definitions:

Pedagogy: the art, science, or profession of teaching

Andragogy: the art or science of teaching adults

For the purpose of this course, consider the major difference between the two terms as the
way we teach adults versus the way we teach children.
Andragogy vs. Pedagogy
ANDRAGOGY PEDAGOGY

Age Adults Children

Learning/Instruction Self-directed Driven by teacher choice
Content Strong focus on individual Focus primarily on
learner goals system goals
Motivation Primarily intrinsic Primarily extrinsic

Life Experiences Many life experiences to Fewer life experiences to

build upon build upon
Andragogy: Adult Learning

The following six slides are based on the work of Malcolm

Knowles, who was highly influential in the field of adult education
and authored much of the seminal work in the discipline.

They present the 6 adult learning principles and offer strategies

for instructors to address them. The order of the principles listed
does not indicate a level of importance.
Andragogy: Adult Learning
PRINCIPLE 1: Adult learning is often characterized by internal motivation and
self-direction.
Instructor Strategies:
● Establish egalitarian relationships with adult students in which they can take
ownership of their learning. Egalitarian relationships are those in which partners equally
share all benefits, burdens, and responsibilities.
● Actively listen to student questions. Active listening requires full concentration,
comprehension, and appropriate response.
● Try to determine how students learn best (e.g., by taking notes, drawing
diagrams, or partner discussion), and then tailor learning activities reflecting
student interests.
● Allow students to take over most of an activity, decreasing support as they gain
confidence. This practice encourages adults to learn new things independently
Andragogy: Adult Learning
PRINCIPLE 2: The information adults have gained over a lifetime is useful to
instructors and useful to other students.
Instructor Strategies:
● Build on student interest in solving problems they have encountered in the past.
● Learn about the adult student’s life, work, and personal experiences, and use
those past experiences to encourage problem solving and facilitate sharing with
fellow students.
● Prompt learners to discuss their solutions out loud using them as a demonstration
of analytical thinking.
● Use reflective teaching techniques to help adult learners discover and question
their unconscious biases.
● Remember that adults tend to have self-concepts that are based on their past
experiences, so they may be adept at self-management, motivation, and
monitoring.
Andragogy: Adult Learning
PRINCIPLE 3: Adults are goal oriented.

Instructor Strategies:
● Carefully consider why a learning activity is necessary for students. Adults learn
and retain better when their learning has a strong WHY element.
● Present activities with learning experiences that kickstart learners’ natural
problem-solving tendencies, preferably ones aligned with their personal,
professional, and future desires.
● Ask questions that facilitate reflection, inquiry, and further research.
Andragogy: Adult Learning
PRINCIPLE 4: Adults are relevancy oriented; adult students want to learn about
the things they view as important.
Instructor Strategies:
● Understand what adult students value, and craft relevant learning activities.
● Help students at all levels build upon their previous knowledge.
● Ask students what they expect to learn in an activity. The instructor may need to
adjust activities if students already know the concepts.
● Give students options or challenges for completing problems that are in line with
their learning objectives.
● If learners are in school to seek advancement in work or career, be aware of the
skills they need to acquire, and plan accordingly.
Andragogy: Adult Learning
PRINCIPLE 5: Adults are practical; learning needs to be timely and relevant.

Instructor Strategies:
● Help students begin working on a relatable project as soon as possible. Students
will be motivated by an objective that has real-world application.
● Rely less on textbooks and more on hands-on learning. Demonstrate how what
they are learning is useful to them or to the group.
● Provide plenty of practice and repetition of skills to increase competence and
self-confidence.
Andragogy: Adult Learning
PRINCIPLE 6: Adult learners prefer to be respected and acknowledged as
colleagues in the classroom.

Instructor Strategies:
● Encourage students to express themselves, their ideas, and their thinking.
● Elicit feedback from learners, and use it to either validate or to enhance learning
experiences.
● Value students as collaborators and co-learners; their life experiences are often
equal to or even greater than that of the instructor.
REFLECTION 2: Adult Learning Principles

The principles of Malcolm Knowles form an important basis for adult learning theory;
reflecting on them may help you to consider what inspires and what challenges your
students.

Please briefly record your answers to the following questions.

1. Which of Knowles’ principles guide, or could guide, your own teaching?

2. What motivates adult learners, and what might be some barriers to learning for
adult students?
 Motivations & Barriers in Adult Learning

MOTIVATIONS BARRIERS
● Employment - to attain a job or a ● Time/scheduling
promotion ● Money
● Academic - to earn a GED or to enter
● Childcare
postsecondary education
● Transportation
● External - to comply with expectations or
● Confidence
requirements
● Personal - to engage with others/to gain ● Interest
new experiences ● Information
● Social Welfare - to be able to help others ● Other issues (legal,
● Cognitive Interest - to satisfy curiosity or personal, etc.)
for the love of knowledge
Cognitive Load Theory (CLT) Concepts
Cognitive Load Theory (CLT) is an instructional design model that reflects a person’s
cognitive architecture or the way that one processes information.

While learning, information must be held in the working memory until it has been
processed sufficiently to pass into the long-term memory. The capacity of the working
memory is very limited. When too much information is presented at once, memory
becomes overwhelmed (or overloaded) and much of that “learned” information is lost.

Many factors such as distractions in the classroom, personal issues, and ineffective
instructional methods limit the amount of cognitive load a student can process.
Cognitive Load Theory (CLT) Strategies
Instructional strategies that reduce working memory load and facilitate the movement of
concepts from short-term to long-term memory to help learning “stick” include:
● Breaking tasks into small units where possible
● Using complete examples and then tapering off to partially complete examples as
students gain competency (e.g., start with a complete graphic organizer, move to
organizers with decreased information, and finally students develop their own
organizer).
● Extending the capacity of working memory by using both visual and auditory
channels
● Writing and speaking concisely; long-winded explanations add to the cognitive load
● Using graphic organizers to help learners classify and clarify ideas
● Employing “stop and think” strategies to allow the brain to incorporate new
Adult Learning Theory
Adult Learning Theory is a learning The next 7 slides will cover the following
methodology which enables adults to concepts and strategies associated with
apply what they have learned to the Adult Learning Theory:
real world. Put into practice, it can
● Believe to Achieve
result in shortened learning curves for
● Real World Application
students.
● Small Group Activities
Adults are better able to embrace ● 70-30 Rule
learning when educators include ● Process Comprehension Questions
several important elements in the ● See, Do, Teach
learning environment. ● Emotional Memory
Adult Learning Theory: Believe to Achieve
Believe to Achieve

Adult students must consider a goal to be achievable. Never give students the impression
that what they are about to learn is beyond their capacity to comprehend. If adults believe
it will be too difficult, learning may not happen at all.

When confronted with difficult concepts, help students gain confidence with phrases like
these: “If you found that confusing, you are not alone. I’ll try to explain things in a
different way.”

If a student gives an incorrect answer to a question, positive, encouraging feedback such

as “That’s close” or “Tell me more” is more effective than “No, you’re totally wrong!”
Adult Learning Theory: Real World Application

Real World Application

Adults must see the value in something before they will commit to learning it.

If they can see how it applies to them, adult learners will be more willing to engage in new
learning. Application to the real world must be clear.

Knowing the reason for the task gives adult students a sense of purpose.
Adult Learning Theory: Small Group Activities

Small Group Activities

Adult students are enabled to share their learning experiences through small group
activities. They teach each other concepts in a new way and discuss how it applies to
them.

Peer support is enhanced, thus reducing fear of judgment. It also makes the class more
interesting and interactive.

Whether online or in the classroom, create a collaborative learning environment where

students have a safe space to exchange ideas and information.
Adult Learning Theory: 70-30 Rule

The 70-30 Rule

Lecture-based learning is the oldest and most common method of teaching, yet it is the
least effective. Studies show that students retain only about 5% of a lecture.

The 70-30 rule states that with more effective instruction, students talk about 70% of the
time, and the instructor speaks for about 30% of the time.

The 70-30 rule can be achieved by using process comprehension questions, which are
explained on the next slide.
Adult Learning Theory:
Process Comprehension Questions
Process Comprehension Questions (PCQs)

Students are encouraged to think and speak more with process comprehension questions.
Effective instructors avoid yes/no questions because they do not assess comprehension.

By asking open-ended questions, students can demonstrate how well they understand a
certain concept or process.

Before going on to the next slide, please take a moment to consider open-ended questions
that you might ask your students regarding this prompt:

“Last year, Daud company developed a mobile app for its products.”
Adult Learning Theory:
Process Comprehension Questions
“Last year, the Daud company developed a mobile app for its products.”

The open-ended questions below are examples of PCQs an instructor might ask students
regarding the prompt above:
● Why do you think this company developed the app?
● Who do you think the target market for this app would be?
● How does this app enhance mobile usage?
● Where is the value (for the company and the customer)?
Adult Learning Theory: See, Do, Teach
See, Do, Teach
● During class, let students see how a certain concept or process works (e.g.,
demonstrate how a fulcrum and lever reduce the work needed to move an object).
● Then, give them a chance to do it by themselves.
● Finally, have the student teach someone else what they just learned.

According to research, students remember only 10% of what they read and 50% of what
they see and hear, yet they can remember 90% of what they say and do.

By adding in the extra step of asking students to teach each other, instructors help them to
lock in information with 90% retention.
Adult Learning Theory: See, Do, Teach
The heightened retention gained from the See, Do, Teach strategy is a result of:
● Verbalization: students say what they just learned, thus reinforcing the concept.
● Mastery: if one cannot teach others how to do something, does one really know
how to do it?
● Class management: sometimes the instructor does not have time to check that
every student has mastered the skill or concept; an extra set of eyes helps to
ensure that each student is successful.
● Peer teaching: a fellow student may be able to explain concepts in a way that
best fits another’s learning style.
Adult Learning Theory: Emotional Memory
Emotional Memory

Memory is triggered by an emotional response.

According to research, students can remember up to 100% if they attach a strong emotion
to the concept.

Effective instructors tell memorable stories throughout the course because they know it
will help students remember.
Supporting and Retaining Adult Learners
In addition to utilizing the instructional practices mentioned earlier in this presentation,
adult educators can further help reduce the stress and fears their students may have by
doing the following:
● Creating a safe and relaxed learning atmosphere
● Facilitating the formation of support groups
● Including team learning projects
● Presenting information in multiple formats
● Addressing students’ unique needs
● Respecting cultural differences
 QUIZ
Concepts and Strategies in Adult Education

A 5-question quiz begins on the next slide.

Completing this quiz can help to cement an understanding of theories and

instructional strategies for working with adult learners.

Please record your quiz answers.

 QUIZ: Adult Education
Question 1

Which of the following is NOT one of Malcolm Knowles' assumptions about adult
learners?

A. Adult learners have a self-concept of being responsible for their own

decisions.
B. Adult learners are motivated primarily by extrinsic factors.
C. Adult learners draw upon their own life experiences to help themselves
learn.
D. Adults learn best when they know why they are learning something.
 QUIZ: Adult Education
Question 2

Which of the following is NOT recommended for adult educators to do in the

classroom?

A. Set a cooperative climate for learning in the classroom.

B. Design sequential activities to achieve the objectives.
C. Follow the textbook explicitly.
D. Work collaboratively with the learners to select methods, materials, and
resources for instruction.
 QUIZ: Adult Education
Question 3

Which of the following can be a barrier to adult participation in learning?

A. Time and/or money issues

B. Conflicts with childcare and/or transportation
C. Lack of confidence and/or interest
D. Lack of information about opportunities to learn
E. All of the above
 QUIZ: Adult Education
Question 4

According to the "See, Do, Teach" model of adult learning theory, students
retain the most from _____

A. what they do.

B. what they see and hear.
C. what they read.
D. what they say.
 QUIZ: Adult Education
Question 5

All of the following are recommended strategies for minimizing the cognitive
load on learners EXCEPT for which one?
A. Using graphic organizers
B. Chunking complex content into smaller bits
C. Lecturing extensively on relevant topics
D. Stopping instruction momentarily to give students time to think about what
they are learning
QUIZ: Adult Education

Congratulations!
You have finished the quiz.
REFLECTION 3: Closing Thoughts

Summarizing your thoughts on adult learning theories and strategies, and then relating
them to your current and future instructional practices, can help to strengthen your skills
as an adult education facilitator.
Please briefly record your responses for Reflection 3.
1. How would you define an “adult learner”?
2. What is one aspect of adult learning theory that closely aligns with your
current teaching style? Describe that alignment.
3. What is one learning strategy or idea for adult instruction that you would like
to learn more about and/or incorporate into your own teaching? Why?
References
Battista, l. & Ruble, V. Faculty Focus. Magna Publications. 2014, January 13. Nine
Strategies to Spark Adult Students’ Intrinsic Motivation.
https://www.facultyfocus.com/articles/teaching-and-learning/nine-strategies-to-spark-
adult-students-intrinsic-motivation/

Boyd, J. 2014, September 15. Adult Learning Principles - Supporting and Retaining Adult
Learners. [Video]. YouTube. https://www.youtube.com/watch?v=0QxuRTyXEVE

Consulta, G. (Texas Workforce Commission). (n.d.) Principles of Adult Learning.

[Slideshare]. https://www.slideshare.net/consgp/principles-of-adult-learning

Finlay, J. (2010, May 17). Andragogy (Adult Learning). [Video]. YouTube.

https://www.youtube.com/watch?v=vLoPiHUZbEw
References
Foster, A. 2014, April 18. Adult Learning Theory. [Video]. YouTube.
https://www.youtube.com/watch?v=vkyYY1xTB7U

Graham, S. 2017, May 22. A Simple, Easy To Understand Guide to Andragogy.

https://www.cornerstone.edu/blogs/lifelong-learning-matters/post/a-simple-easy-to-u
nderstand-guide-to-andragogy

Knowles, M. 1984. The Adult Learner: A Neglected Species. Gulf Pub. Co., Book
Division.

“Pedagogy and Andragogy.” Collegiate Dictionary. Merriam-Webster. 2016.

unabridged.merriam-webster.com/collegiate/pedagogy and andragogy.
References
Reinhardt, J. (2017, March 14). Pedagogy vs. Andragogy. [Video]. YouTube.
https://www.youtube.com/watch?v=guRoWTYfxMs

Smith, C. (n.d.). The Six Adult Learning Principles. [Video]. YouTube.

https://www.youtube.com/watch?v=vLJ7cRwKI-I

Schwartz, M. (Teaching and Learning Office, Ryerson University) n.d. Engaging Adult
Learners.
https://www.ryerson.ca/content/dam/learning-teaching/teaching-resources/teach-a-co
urse/engaging-adult-learners.pdf

Soloman, H. Last Updated 2018, November. Cognitive Load Theory (John Sweller).
Retrieved from https://www.instructionaldesign.org/theories/cognitive-load/
References
TEAL Center Fact Sheet No. 11: Adult Learning Theories. (2019, April 8). Retrieved from
https://lincs.ed.gov/state-resources/federal-initiatives/teal/guide/adultlearning

University of Maine Instructional Services. (2015, September 13). Cognitive Load Theory.
[Video]. YouTube. https://www.youtube.com/watch?v=1AyXphKqOEk
Additional Resources
Adult Education and Literacy: U.S. Department of Education. https://lincs.ed.gov/

California Department of Education. Adult Education: What Makes Teaching Effective?

(2016, July). Retrieved from
https://www.calpro-online.org/documents/CALPRO_BRIEF_13_508.pdf

Curry, D. (2019). The PIACC Numeracy Framework: A Guide to Instruction. Adult

Literacy Education: The International Journal of Literacy, Language, and Numeracy,
1 (2), 33 - 51. https://www.proliteracy.org/ALE-Journal

Heritagecollegevideos. 2011, Dec.14. Teaching Strategies – Learning Styles. [Video].

YouTube. https://www.youtube.com/watch?v=oNxCporOofo
Additional Resources
KET Education PBS Learning Media. 2020. Teaching Strategies: Resources for Adult
Educators. https://opb.pbslearningmedia.org/collection/ketae/

Learning Disability Association of America. Adult Literacy. (2020). Retrieved from

https://ldaamerica.org/category/adult-literacy/

National Coalition for the Homeless. 2020. Teaching Resources. Retrieved from
https://nationalhomeless.org/references/teaching/

NWIA College. 2011, February 8. What is Active Learning? [Video]. YouTube.

https://www.youtube.com/watch?v=UsDI6hDx5uI
Additional Resources
Oregon Adult College and Career Readiness Standards (OACCRS) Mathematics Handbook:
OACCRS: Handbook for Mathematics Instruction

Oregon Adult College and Career Readiness Standards (OACCRS) Language Arts
Handbook:
OACCRS: Handbook for Language Arts Instruction

Trauma Informed Oregon - Trauma Informed Care in Oregon. (n.d.) Retrieved February 21,
2020. https://traumainformedoregon.org/

WV Adult Education. Teaching Adults in a Correctional Facility WVAdultEd Instructor

Handbook, Section 15. 2018. Retrieved February 21, 2020.
https://wvde.state.wv.us/abe/tcher_handbook_pdf/section15.pdf