Expanding Our Understanding of Individual Learners

1. Expanding Our Understanding of Individual Learners CAE 213 Intro to Adult Education The Adult Learner pp. 204-230

2. Expanding Our Understanding of Individual Learners • The complexity of heterogeneity – adult learners are not a homogeneous unit • Andragogical principles are powerful but are incomplete… there is abundant research on adult learners

3. Goals and purposes for learning • Individual and situational uniqueness • Core Adult Learning Principles • Learners Need to Know – why, what, how • Self-Concept of Learner – self-directed • Prior Experience of the Learner • Readiness to Learn – life related • Orientation to Learning problem centered • Motivation to Learn – personal payoff

4. Expanding Our Understanding of Individual Learners • Become familiar with the Andragogy in Practice diagram on page 4 – It is very useful for quickly remembering and explaining Andragogy. In order to help us learn it, I will probably include it as a question on the next exam. • Chapter 10 adds information in the individual learning differences area.

5. Expanding Our Understanding of Individual Learners • Instructors should adapt instruction to accommodate differences in individual abilities, styles, and preferences. • Recognizing that learning is a cooperative activity helps to balance this perspective. Instructors can seek to accommodate differences but differences can be so great that full accommodation is not possible.

6. Expanding Our Understanding of Individual Learners • Recommended Attitude: • As a learning facilitator, I am responsible to work hard and smart doing all I can to motivate as many learners as possible to learn as much as they can. I would like for all learners in my classes to be increasingly engaged in learning. I will do my part, however, learning is a cooperative effort.

7. Expanding Our Understanding of Individual Learners • Chapter 10 describes • Cognitive Abilities • Cognitive Controls • Cognitive Styles • Learning Styles

8. 1. Cognitive Abilities • Fluid intelligence (ability to solve novel problems) remains stable but may decrease particularly on tasks requiring rapid resolution. • Crystallized intelligence (ability to understand & apply knowledge) may increase in adult years and does not decline until old age. • Older adults may not respond as quickly to totally new contexts or concepts.

9. 1. Cognitive Abilities • 7 types of intelligence: • Academic • Linguistic • Logical-mathematical • Spatial • Musical • Bodily kinesthetic • Understanding self and others

10. 1. Cognitive Abilities • 7 types of intelligence: • A person may exhibit strong ability in one area but inability in another area. • Adults enjoy selecting between learning alternatives (control) that involve application (experience).

11. 2. Cognitive Controls • Field dependence is the degree to which the learner’s perception or comprehension of information is affected by the surrounding perceptual or contextual field.

12. 2. Cognitive Controls 1. Field-dependent learners • Like group/collaborative learning • Attend to social components • Respond to external reinforcement • Prefer external guidance 2. Field-independent learners • Like problem solving • Prefer analysis of assumptions • Transfer knowledge to new contexts • Prefer independent learning environments • Respond well to inquiry and discovery learning

13. 2. Cognitive Controls • Field independence/dependence may affect the manner that self-directed learning is expressed but Brookfield warns against equating field dependence with less of an inclination toward self-direction in learning. It is simply a preference in the manner of facilitation.

14. 3. Cognitive Styles • Cognitive styles are stable traits. • Refers to the typical manner of acquiring and processing information. • Seven ways of acquiring information: • Print • Aural (listening) • Interactive • Visual • Haptic (touch – brail ) • Kinesthetic (movement) • Smell

15. 3. Cognitive Styles • Processing information (Myers-Briggs inventory test this): • Global – take the whole picture in first and then the details. • Analytical – take the details in first and then arrive at the whole picture. • Information should be presented using multiple approaches so that different learners can understand it.

16. 4. Learning Styles • Learning styles include cognitive, affective, and physiological dimensions. • Learning styles include characteristics of instruction, instructional setting, and learning. • There is no one unifying theory accepted by all concerning learning styles.

17. 4. Learning Styles • You may see: • Learning Style Inventory • 4MAT system • Learning Style Inventory (for kids) • Canfield’s Learning Style Inventory • Myers-Briggs Type Indicator

18. 4. Learning Styles • Myers-Briggs assesses: • Extraversion vs. Introversion • Intuition vs. Sensing • Thinking vs. Feeling • Judging vs. Perceiving • Learning style inventories are best used to increase awareness, explore preference, facilitate discussion between facilitators and learners about learning strategies.

19. Connecting key pages: • Page 4 provides the diagram • Page 216 provides guidance on how to utilize it in relation to individual learning differences. • Tailor application of core principles to the characteristics of learners. • Identify which core principle are more applicable to learners. • Expand the goals of learning experience based on individual differences.

20. Expanding Our Understanding of Individual Learners (Additional Info) • Learners need to be effective in three kinds of learning: • Natural learning – spontaneous interaction with environment • Formal learning – Teacher selects content and presentation style. • Personal learning – self-directed intentional learning.

21. Expanding Our Understanding of Individual Learners (Conclusion) • Three aspects of learning: • Reason – Storing, analyzing, and assimilating knowledge (Knowledge transfer). • Emotion – Developing appropriate commitment and confidence (internal response to knowledge). • Action – Making decision, taking initiative, and influencing others (external response to knowledge).

22. Expanding Our Understanding of Individual Learners (Conclusion) • Essential base for learner growth • General understanding of importance / positive attitude • Basic skills – reading, writing, math, listening… • Knowledge of personal learning strengths and weaknesses • Skills in self-directed, collaborative, and institutional learning.

23. Expanding Our Understanding of Individual Learners (Conclusion) • Life-Span Role Development • Early adulthood (ages 17-40) • Middle adulthood (ages 40-60) • Late adulthood (ages 60+) • Levinson made mid-life crisis a part of American culture. • Levinson’s work has been critiqued for being overly structured to the point of chronological determinism.

24. Stages from Piaget’s work • Sensory motor – birth to 2yrs • Pre-operational – 2 to 7 yrs • Concrete operational – 7 to 11 yrs • Formal operational – 11 yrs up • Comfortable with abstract propositions • Becomes concerned about the hypothetical (what if), the future (when you are…), and ideological problems (what do you think of…) Age categories are not rigid.