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Invitational Andragogy with Social Context Model for Adult Learning

Invitational Andragogy with Social Context Model for Adult Learning. La Toya Bates. Facilitator. Student. Andragogy the art and science of helping adults learn. Facilitator. Student. Students are self-directing, have many experiences, are ready to learn and prefer problem-centered

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Invitational Andragogy with Social Context Model for Adult Learning

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  1. Invitational Andragogy with Social ContextModel for Adult Learning La Toya Bates

  2. Facilitator Student

  3. Andragogy the art and science of helping adults learn Facilitator Student Students are self-directing, have many experiences, are ready to learn and prefer problem-centered or performance-centered learning Marriam, S., and Caffarella, R. (1999). Learning in Adulthood. San Francisco, California: Jossey-Bass.

  4. Andragogy Facilitator Student Facilitate learning Respect Experiences Create problem centered objectives Marriam, S., and Caffarella, R. (1999). Learning in Adulthood. San Francisco, California: Jossey-Bass.

  5. Facilitator Student Invitational Education William Purkey The four essential propositions of invitational theory: trust, respect, optimism, and intentionality, offer a consistent "stance" through which human beings can create and maintain an optimally inviting environment. Purkey, W. (1992). An Introduction to Invitational Theory. Journal of Invitational Theory and Practice, V11, 5-14.

  6. Invitational Education Trust: Each individual is the highest authority on his or her personal existence. Respect People are able, valuable, and responsible and should be treated accordingly. Optimism Seeing people as possessing untapped potential determines the policies established, the programs supported, the processes encouraged, the physical environments created, and the relationships established and maintained . Intentionality Human potential can best be realized by places, policies, processes, and programs specifically designed to invite development and by people who are personally and professionally inviting with themselves and others. Purkey, W. (1992). An Introduction to Invitational Theory. Journal of Invitational Theory and Practice, V11, 5-14.

  7. Facilitator Student Andragogy Invitational Education Respect Experiences Trust Respect Optimism Create problem centered objectives Intentionality Facilitate learning Marriam, S., and Caffarella, R. (1999). Learning in Adulthood. San Francisco, California: Jossey-Bass. Purkey, W. (1992). An Introduction to Invitational Theory. Journal of Invitational Theory and Practice, V11, 5-14.

  8. Facilitator Student Social Cognition

  9. Facilitator Student Behavior Person, environment and behavior have reciprocal affect Environment Kolb, A., Kolb, D. 2005. Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education. Academy of management Learning & Education, 4(2) 193-212.

  10. Social context aids or hinders learning and encompasses all elements

  11. Consultant Staff Behavior Consultant impacted by staff and management as well as culture and values of organization Environment Kolb, A., Kolb, D. 2005. Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education. Academy of management Learning & Education, 4(2) 193-212.

  12. Invitational Consulting • Same principles of Invitational education can reach staff and management team • Allow consultant to build rapport to gather information • Build foundation to support change

  13. References Kolb, A., Kolb, D. 2005. Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education. Academy of management Learning & Education, 4(2) 193-212. Marriam, S., and Caffarella, R. (1999). Learning in Adulthood. San Francisco, California: Jossey-Bass. Purkey, W. W. and Novak, J. A. (1984). Inviting school success (2nd Ed.). Belmont, CA: Wadsworth. Purkey, W. (1992). An Introduction to Invitational Theory. Journal of Invitational Theory and Practice, V11, 5-14.

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