Learning as an adult is much
different from learning as a child. The teaching strategies used in teaching
children are not typically as effective in teaching adults. Adults are choosing
what they are learning and therefore self-motivated to succeed. The key to that
success is to use self-reflection or self-assessments to monitor goals and
progress.
The teaching strategies used when I was in school were mostly lecture
based. Teachers would present the material in class and then we would complete
our homework on the material. The material taught was geared to our grade level
and building on the progress of year’s prior. As an elementary school student I
had no influence I what I would learn. Upon entering middle and high school I
had a limited influence on what I would learn. I was able to select “elective”
classes, but I had no control over the learning in the classes I selected.
Attendance was not optional. According to Jackson’s (1998) chart child learners
are grouped by age level or ability, have teacher prescribed content, a rigid
traditional structure and mandatory attendance policies. This matches my K-12
schooling experience. Jackson (1998) also lists that child learning is subject
centered and I find that also to be true of my experience. While there were
some problem solving exercises the majority of the work was based on
information learned and remembered.
In order to succeed in this
fast-paced alternative licensure program self-motivation is key. As Malcolm
Knowles did with his Boy Scout merit badges (Carlson 1989, p1) if I have a plan
and stick to it I will succeed. Planning and organization are a major part of
being a success in this online program. The adult learning experience should be
different from the child learning experience because I have chosen this program
and I want to learn the material and succeed in doing so. For me learning
experience is key. As with the students in Knowles star class I do not wish to
be lectured to and have no interaction with the material being taught (Carlson
1989, p2). The instructor should expect different things from an adult student
learner than an adolescent learner. Because adult learners have selected this
class they should be motivated to do the work and be successful in the class.
Adults are accountable for their own behaviors and the instructor should expect
that assignments are done and time and are complete. They should also expect
that adult students will still make mistakes, but they should learn from those
mistakes. The instructor should also expect students to direct their own
learning while they provide guidance and help when needed. (“Andragogy”)
Self-Assessment is one of the
greatest tools for learning as an adult. I take pride in completing my tasks
and assignments and I want to do the best that I can in all aspects of
learning. “Andragogy” discusses that adults want to plan and evaluate their own
instruction. I know this is true for myself. Beyond taking this class I plan to
continue my education in the teaching field and continue to improve my skills.
“Andragogy” also discusses that adults desire to learn about things that they
are interested in and that the learning is problem-centered and not
content-oriented. I know that my education in becoming a teacher and my
continued education will be successful because it is something that I want to
do.
As a child the learning process is
much more rigid and without choices. The learning process of an adult needs to
be flexible and allow the adult to choose what they are going to be studying
for them to have the best chance for success. As for myself I am eager to begin
learning and to continue learning throughout my career.
Works Cited
Andragogy. (n.d.). Instructional
Design. Retrieved January 9, 2013, from http://www.instructionaldesign.org/theories/andragogy.html
Carlson, R. (1989). Malcolm Knowles:
Apostle of Adragogy. Vitae Scholasticae , 8(1). Retrieved January
8, 2013, from http://www.nl.edu/academics/cas/ace/resources/malcolmknowles.cfm
Jackson, W. (n.d.). Adult vs Child Learning.
http://cybermesa.com/~bjackson/Papers/Androgogy.htm. Retrieved January
10, 2013, from cybermesa.com/~bjackson/Papers/Androgogy.htm
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