Malcolm Knowles, informal adult education, self-direction and andragogy

contents: introduction · malcolm knowles – life · adult informal education · malcolm s. knowles on andragogy · self-direction · conclusion · further reading and references · links Malcolm Shepherd Knowles (1913 – 1997) was a, perhaps ‘the’, central figure in US adult education in the second half of the twentieth century. In the 1950s he was the Executive Director of the Adult Education Association of the United States of America. He wrote the first major accounts of informal adult education and the history of adult education in the United States. Furthermore, Malcolm Knowles’ attempts to develop a distinctive conceptual basis for adult education and learning via the notion of andragogy became very widely discussed and used. Malcolm Knowles – a life Born in 1913 and initially raised in Montana, Malcolm S. Malcolm Knowles has talked about his mother helping him through her example and care to be a more ‘tender, loving, caring person’ (op. cit.). In 1959 Malcolm S. Malcolm S. 1. 2. Related: Learning theory

The Difference Between Pedagogy, Andragogy, And Heutagogy by Terry Heick Jackie Gerstein’s passionate thinking about learning is some of my favorite to read. She is rarely pulled down by trend or fad, but is unquestionably progressive and forward-thinking in her approaches to learning and thinking about learning. Further, we share a passion: self-directed learning. I’m embarrassingly interested in any kind of learning at all–formal or informal, self-directed or teacher-centered, authentic or academic. Gerstein’s presentation, “Education 3.0 and the Pedagogy of Mobile Learning” uses the concept of mobile learning as a spearhead into a broader discussion of how people learn–different approaches, different domains, and different technologies. The Difference Between Pedagogy, Andragogy, And Heutagogy In summary, the difference between pedagogy, andragogy, and heutagogy has to do with purposes and roles: Pedagogy: The institution and teacher decide what the student will learn and how they will learn it

Adult Learning Theory and Principles Become familiar with Adult Learning Theory and the six principles of adult learning Adult Learning Theory Part of being an effective educator involves understanding how adults learn best (Lieb,1991). Andragogy (adult learning) is a theory that holds a set of assumptions about how adults learn. Andragogy as a study of adult learning originated in Europe in 1950's and was then pioneered as a theory and model of adult learning from the 1970's by Malcolm Knowles an American practitioner and theorist of adult education, who defined andragogy as "the art and science of helping adults learn" (Zmeyov 1998; Fidishun 2000). What do you mean by 'adult learning principles'? Knowles identified the six principles of adult learning outlined below. Adults are internally motivated and self-directed Adults bring life experiences and knowledge to learning experiences Adults are goal oriented Adults are relevancy oriented Adults are practical Adult learners like to be respected Good question!! 1. 2. 3. 4. 5.

The Adult Learning Theory - Andragogy - of Malcolm Knowles Malcolm Shepherd Knowles (1913 – 1997) was an American educator well known for the use of the term Andragogy as synonymous to adult education. According to Malcolm Knowles, andragogy is the art and science of adult learning, thus andragogy refers to any form of adult learning. (Kearsley, 2010). The term andragogy can be supposedly equivalent to the term pedagogy. Knowles’ 5 Assumptions Of Adult Learners In 1980, Knowles made 4 assumptions about the characteristics of adult learners (andragogy) that are different from the assumptions about child learners (pedagogy). Knowles’ 4 Principles Of Andragogy In 1984, Knowles suggested 4 principles that are applied to adult learning: Find The best Authoring Tool to Design Great Courses for your Adult Learners Learn, choose and compare the top Authoring Tool Developers to create the Best Training Experience!! Application of Andragogy in Personal Computer Training I highly encourage you to read the 9 Tips To Apply Adult Learning Theory to eLearning.

The AGES model Instructional Tactics Encourages higher level thinking (analysis, synthesis and evaluation, for example) Pushes the ability and willingness to consider and integrate opposing perspectives Extends knowledge and clarity around issues Integrates the head and the heart in the learning process De Bono’s Six Thinking Hats (tactic) is useful in the process Necessary Preskills: because this strategy is a complex strategy, a large part of its effectiveness relies on prerequisite skill on the part of both teacher and students. The classroom has been established as a genuinely psychologically ‘safe’ classroom in the eyes of the students. The teacher is attending to David and Johnson’s work, specifically: · Individual accountability · Face to face interaction · Collaborative skills · Processing group functioning · Positive interdependencies (9) Students must be able to demonstrate the following Collaborative Skills: · Taking turns · No put downs · Suspending judgement · Actively listening · Paraphrasing · Disagreeing in an Agreeable Way

Learning theory: models, product and process Photo by Antenna on Unsplash Contents: introduction · what do people think learning is? · learning as a product · learning as a process · experience · reflective thinking · making connections · committing and acting · task-conscious or acquisition learning, and learning-conscious or formalized learning · the behaviourist orientation to learning · the cognitive orientation to learning · the humanistic orientation to learning · the social/situational orientation to learning · the constructivist/social constructivist orientation to learning · further reading · references · how to cite this article See, also, What is education? Over the last thirty years or so, ‘learning’ has become one of the most used words in the field of education. Yet, for all the talk of ‘learning’, there has been little questioning about what it is, and what it entails. There has been a similar situation in the field of education. [O]ther kinds of social learning are more sophisticated, and more fundamental. Taxonomies

The concept of ako / Aspects of planning / Teaching and learning te reo Māori / Curriculum guidelines / Home - Te reo Māori Te Aho Arataki Marau mō te Ako i Te Reo Māori - Kura Auraki Curriculum Guidelines for Teaching and Learning Te Reo Māori in English-medium Schools: Years 1-13 The concept of ako describes a teaching and learning relationship, where the educator is also learning from the student and where educators’ practices are informed by the latest research and are both deliberate and reflective. In te ao Māori, the concept of ako means both to teach and to learn. The principle of ako affirms the value of the pair and group learning approaches in which students interact with their peers, teacher, tasks, and resources. Ako … in a reciprocal learning relationship teachers are not expected to know everything. Embracing the principle of ako enables teachers to build caring and inclusive learning communities where each person feels that their contribution is valued and that they can participate to their full potential.

conscious competence learning model matrix- unconscious incompetence to unconscious competence conscious competence theory - summary outline The conscious competence theory and related matrix model explain the process and stages of learning a new skill (or behaviour, ability, technique, etc.) The concept is most commonly known as the 'conscious competence learning model', or 'conscious competence learning theory'; sometimes 'conscious competence ladder' or 'conscious competence matrix'. Occasionally in more recent adapted versions a fifth stage or level is added to the conscious competance theory, although there is no single definitive five-stage model, despite there being plenty of very useful and valid debate about what the fifth stage might be. Whether four or five or more stages, and whatever people choose to call it, the 'conscious competence' model remains essentially a very simple and helpful explanation of how we learn, and also serves as a useful reminder of the need to train people in stages. learning and training in stages Put simply: conscious competence matrix 1. N.B.

Māori health models – Te Whare Tapa Whā With its strong foundations and four equal sides, the symbol of the wharenui illustrates the four dimensions of Māori well-being. Should one of the four dimensions be missing or in some way damaged, a person, or a collective may become ‘unbalanced’ and subsequently unwell. For many Māori modern health services lack recognition of taha wairua (the spiritual dimension). In a traditional Māori approach, the inclusion of the wairua, the role of the whānau (family) and the balance of the hinengaro (mind) are as important as the physical manifestations of illness. Taha tinana (physical health) The capacity for physical growth and development. Good physical health is required for optimal development. Our physical ‘being’ supports our essence and shelters us from the external environment. Taha wairua (spiritual health) The capacity for faith and wider communication. Health is related to unseen and unspoken energies. The spiritual essence of a person is their life force. Taha whānau (family health)