Malcolm Knowles is credited with being the father of andragogy and outlined six assumptions associated with adult learning. These assumptions are 1) Learners need to know 2) Self-directed learning 3) Prior experience of the learner 4) Readiness to learn 5) Orientation to learning and 6) Motivation to learn. My personal experiences with each of these assumptions, while working with adults through professional learning experiences, have provided me with a certain degree of insight to help confirm validity in each. In this explanatory essay, I will share a few examples and address the relative significance of cognitive, personality, and prior knowledge differences during adult learning.
1. The need to know – As stated by Knowles, the first task of a facilitator of learning is to help the learners become aware of the need to know (2015). By knowing the benefits gained through the learning, or the consequences of not learning, adults are more willing to invest energy in the process. Evidence of this is common in a professional learning environment. One of the most consistent pieces of feedback are statements like, “How will this help me in my classroom?” or “How is this relevant to my students?” Often times, this type of statement is an indication that the learner does not see a direct or immediate connection between the content of the learning and his need to know as related to the daily work in the classroom with children. Addressing this need to know, puts the learning in perspective and sets the stage for the learner to answer those very questions for themselves. To address the differences found between the ‘mental structures’ (Di Vesta, 1982) of learners, addressing this ‘need to know’ action must be broad enough to create a unified concept for all and specific enough to meet the objectives of the learners present. 2. The learner 's self-concept – One component of this specific assumption indicates that adult learners may “resent and resist situations in which they feel others are imposing their wills on them” (Knowles, 2015, pg. 44). When working with adults in particular, it may be common to encounter instances when the learners exercise folded arms, and express a passive ‘teach me’ posture. Further, it may be easy to assume these learners are not sure of the relevance of the content to their current situation and that perhaps they lack the ‘need to know’ component. However, viewing this posture as perhaps a symptom of an individual that is a conflicted learner, struggling with their own self-concept and how their experiences may or may not align with the learning opportunity provides an insightful new dimension to consider. Recognizing our own world view and personal mental structures, also called schemata, and the schemata of our audience is an important step in adult learning (Knowles, 2015). 3. …show more content…
The role of the learner 's experiences – Having a larger quantity (and quality as Knowles states) of experiences than young children, creates a situation where adult learners are better able to create their own meaning from an instructional experience. This means the adults in the room are often the best resource in the actual process of learning. In a professional learning setting, the depth and breadth of knowledge that exists in a room of educators is often quite amazing. Facilitators of adult learners may often find that if they can simply provide a forum and some sense of structure, the learners will take the content of the workshop to the place they need it to go. Addressing the differences in cognition, personality, and prior knowledge is critical for this assumption as well. By recognizing the experiences of others and facilitating appropriately, adult learners will find a comfort level where they enjoy bringing their individual strengths to the table for the betterment of the entire group. 4. Readiness to learn – Readiness to learn and a need to know are intricately linked. …show more content…
As stated by Knowles, “Human learning is one of the most complex subjects of the scientific and scholarly world. While it is easy to demonstrate how little we know about the human mind, we can, on the other hand, acknowledge the sheer volume of research and common sense available to us to better understand the learning phenomena. We are not ignorant about the learning process” (2015, p. 233). Through reflection and careful observation, teaching and learning for adults can continue to be understood and
1. The need to know – As stated by Knowles, the first task of a facilitator of learning is to help the learners become aware of the need to know (2015). By knowing the benefits gained through the learning, or the consequences of not learning, adults are more willing to invest energy in the process. Evidence of this is common in a professional learning environment. One of the most consistent pieces of feedback are statements like, “How will this help me in my classroom?” or “How is this relevant to my students?” Often times, this type of statement is an indication that the learner does not see a direct or immediate connection between the content of the learning and his need to know as related to the daily work in the classroom with children. Addressing this need to know, puts the learning in perspective and sets the stage for the learner to answer those very questions for themselves. To address the differences found between the ‘mental structures’ (Di Vesta, 1982) of learners, addressing this ‘need to know’ action must be broad enough to create a unified concept for all and specific enough to meet the objectives of the learners present. 2. The learner 's self-concept – One component of this specific assumption indicates that adult learners may “resent and resist situations in which they feel others are imposing their wills on them” (Knowles, 2015, pg. 44). When working with adults in particular, it may be common to encounter instances when the learners exercise folded arms, and express a passive ‘teach me’ posture. Further, it may be easy to assume these learners are not sure of the relevance of the content to their current situation and that perhaps they lack the ‘need to know’ component. However, viewing this posture as perhaps a symptom of an individual that is a conflicted learner, struggling with their own self-concept and how their experiences may or may not align with the learning opportunity provides an insightful new dimension to consider. Recognizing our own world view and personal mental structures, also called schemata, and the schemata of our audience is an important step in adult learning (Knowles, 2015). 3. …show more content…
The role of the learner 's experiences – Having a larger quantity (and quality as Knowles states) of experiences than young children, creates a situation where adult learners are better able to create their own meaning from an instructional experience. This means the adults in the room are often the best resource in the actual process of learning. In a professional learning setting, the depth and breadth of knowledge that exists in a room of educators is often quite amazing. Facilitators of adult learners may often find that if they can simply provide a forum and some sense of structure, the learners will take the content of the workshop to the place they need it to go. Addressing the differences in cognition, personality, and prior knowledge is critical for this assumption as well. By recognizing the experiences of others and facilitating appropriately, adult learners will find a comfort level where they enjoy bringing their individual strengths to the table for the betterment of the entire group. 4. Readiness to learn – Readiness to learn and a need to know are intricately linked. …show more content…
As stated by Knowles, “Human learning is one of the most complex subjects of the scientific and scholarly world. While it is easy to demonstrate how little we know about the human mind, we can, on the other hand, acknowledge the sheer volume of research and common sense available to us to better understand the learning phenomena. We are not ignorant about the learning process” (2015, p. 233). Through reflection and careful observation, teaching and learning for adults can continue to be understood and