Main Principles of Adult Learning
What do we mean by "adult learning" and how does it differ from the training models that have dominated technology related professional development for the past two decades?
The clearest way to contrast adult learning (often called "andragogy") with pedagogy (instructor directed learning) is to note that adult learning usually involves the learner in activities that match that person’s interests, needs, style and developmental readiness.
Fundamental beliefs:
1) The learner may make choices from a rich and varied menu of learning experiences and possibilities.
2) Learners must take responsibility for planning. acting and growing.
If we shift school cultures to support adult learning, professional development is experienced as a personal journey of growth and discovery that engages the learner on a daily and perhaps hourly basis. In the best cases, andragogy includes an emphasis upon self-direction, transformation and experience. One learns by doing and exploring . . . by trying, by failing, by changing and adapting strategies and by overcoming obstacles after many trials.
Unlike the training models, adult learning is primarily concerned with creating the conditions, as well as the inclination and the competencies to transfer new tools and skills into daily practice. While training usually occurs outside of context and frequently ignores issues of transfer, adult learning is all about melding practice with context. Adult learning should encourage teachers to identify and then remove obstacles.
What matters is what happens back in the classroom on Monday morning.
