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ADULT LEARNING AND LEARNING STYLES

Pedagogy VS Andragogy
Pedagogy [classroom] Learners Role Follow instructions, passive, receive information, little responsibility for own learning process Motivation to Learn Through forces of society (family, religion, tradition), immediate, benefit not seen by the learner Teacher controlled, learner has little or no choice Andragogy [adult] Offer ideas, linked to experience, active participation, responsible for learning process From within, learner sees relevance and application of study Centred around life experiences and the problems in the workplace and profession Sharing of and building on knowledge and experiences

Choice of Content

Focus of Methods

Providing information and gaining facts

Principles of Adult Learning

Learning climate collaborative rather than authoritarian Leaning is problem centered and experience based Leaning is enhanced by active participation Concentration on the unique characteristics of adults

Characteristics of adult learning

Do not like to be treated like children Have work and life experience and different backgrounds Maw be concerned with status, and too proud to fail Are interested in the immediate application and relevance of training for the job or work problems Learning is a self-activity

Learning is a self activity

Study Experience Looking and watching Accidents

Knowledge, skills are improved Attitudes are changed

Learner Interpretation
Learners Role Dependant: introductory courses, new situations Learners Needs Structure, direction, encouragement, esteem for authority Trainers Behaviour Lecturing, demonstration, assignments, checking, testing, transmission of content, reinforcement, grading, materials Collaboration, modelling, questions, feedback, coordination, evaluating, managing Flexibility, feedback, recourses, consultations, listening, negotiating, delegating, evaluating, encouraging

Collaborative: learner has some knowledge, ideas, and info and likes to share and experiment Independent: learner is knowledgeable and wants to and can learn on his/her own , may feel that the trainer has

Interactive, practice, observation, challenge, participation, esteem, experimentation Internal awareness, experimentation, nonjudgmental support

Learning Styles Continuum


Dependant
Authority Trainers Input Teller

Collaborative
Collaboratio n Helpper

Independent
Facilitator

Loose Control
Moderate Control

High Control

Participants Input

Training Methods Continuum

Trainer Centred

Learner Centred