Although all of the topics covered in the assigned readings were relevant and important for us to understand about adult learning, I felt the two that were most important had to do with the need adults have for education to be problem-centered and the experience that adults bring to an educational setting (Merriam & Baumgartner, 2020).
In discussing the assumptions of Malcom Knowles’ theory of andragogy, the importance of adults being able to apply knowledge is highlighted by their need to focus on problems rather than subjects in learning (Merriam & Baumgartner, 2020). When an educator is able to focus on this concept, learning activities are tailored to the needs, values, and perspectives of the adult learner. This, in turn, increases intrinsic motivation (Merriam & Baumgartner, 2020). The dance between meaningfulness and motivation is something that I can identify with as an adult learner when I look back at my educational experiences since high school.
The second concept of experience seems to be foundational in adult learning (Merriam & Baumgartner, 2020). Educators must validate the experiences adults bring into a classroom if they want to have engaged learners. In discussing the focus of learning on individual learners, Merriam and Baumgartner (2020) explain four observations Knowles made with regards to experience. First, the person of the learner becomes a learning resource as they recall experiences and even share them with others. Second, motivation for learning can come from the need to make sense of an experience. Third, adults tend to focus on transformation of meanings and values when learning from experience. Fourth, sometimes learning from experience means overcoming obstacles previously learned such as negative learning attitudes and prejudice. Therefore, the adult learner is constantly taking new information and relating it to previous experience, making experience one of the most important concepts to understand when teaching adults.
The underlying theme I perceive in the discussion of topics in adult learning is autonomy. Whereas children do not yet have the capacity to be autonomous, adults require this right. When an adult engages in an environment in which they feel their right to make their own decisions has been removed an automatic feeling of resentment emerges. Self-directed learning, experience, adult development, all of these at their core highlight the importance of an adult’s need to make their own decisions and use all of their capacity to aid towards that goal.
Given this perceived underlying theme, to make adult learning the richest experience I would advise to always keep respect for the learner first. In my experience in K-12 education, I observed many instances of respect for children diminished. Therefore, although I feel this is important with all people, with adults it is difficult to overcome feeling disrespected and be able to engage in learning. Also, respect promotes autonomy. For example, while in a professional development meeting for work last school year, I perceived a lack of respect on behalf of a supervisor towards the teachers. I remember looking around and wondering if she had lost half the room. Of course, I set it aside in my mind and moved on with my duties, but I cannot say that it did not affect my motivation. I specifically considered it as her behavior contrasted with the way another supervisor engaged with the teachers. At the least, it distracted me from learning. At most, it could have completely discouraged me. So, as I currently put into practice the concepts of reflection and integration of experience we have been reading about, I reinforce in my mind the notion of an underlying theme of autonomy for the adult learner, with a strong need to be respected as an adult who is capable of learning.
In my teaching demonstration, I plan to use problem-centered case studies to encourage the inclusion of group work, dialogue, and prior experience (McGrath, 2009). In each group, students will have a chance to engage with their prior knowledge to make determinations and comparisons. Additionally, they will be able to create a treatment plan which will enhance their feeling of autonomy in the application of concepts being learned.
References
McGrath, V. (2009). Reviewing the evidence on how adult students learn: An examination of Knowles’ model of andragogy. The Irish Journal of Adult and Community Education, EJ860562, p. 99-110. https://files.eric.ed.gov/fulltext/EJ860562.pdf
Merriam, S. B., & Baumgartner, L. (2020). Learning in adulthood: A comprehensive guide (4th ed.). Jossey-Bass.
Discerning Trauma 