When it comes to learning, not everyone dances to the same tune. And, it does not take a great deal of observation to see that children and adults dance differently from one another. The premise that there are ways in which adults learn differently from children was most famously championed by Malcolm Knowles (1913-1997).
Malcolm Knowles, Ph.D., spent over 30 years as a professor, consultant, trainer, and researcher in the field of adult education. His principles for learning continue to serve as a foundation of adult education theory and practice. Most notable is the distinction that he made between pedagogy and andragogy.
Andragogy, on the other hand, is rooted in the premise that adults are more self-directed learners with a wealth of prior experience and the ability to make their own decisions about what, why, and how they want to learn.
Key Principles of Andragogy
The following principles are especially significant to adult learning. These are self-concept, experience, readiness to learn, orientation toward learning, and internal motivation.
Self-concept
Adults are responsible for their lives and decisions. This means that in learning situations, adults are more self-directed than children who, technically, are referred to as “dependents.”
Experience
As adults, learners have accumulated a wealth of life experiences. These serve as a valuable resource for connecting with new learnings. Educators can build upon these experiences by linking new learning processes with the richness of past learnings.
Readiness to learn
Adults are more interested in learning when a topic is connected with the self-identified needs, goals, problems, or concerns in their lives. Readiness to explore a topic is directly related to their real-life circumstances.
Orientation toward learning
Many adults are more easily engaged in a learning situation if the material being studied is presented as a problem to be solved rather than as information to be absorbed. Learning activities that are respectful of the experiences, interests, and needs of participants will draw them to one another and the topic being studied.
Internal motivation
Inner factors such as individual goals, personal growth and development, and practical needs will affect motivation to study or discuss a topic. While external motivators such as certificates or rewards are of some value, they are not as important as issues that are of personal relevance.
Teaching Methods for Adult Learning
Based on the above principles, we can identify examples of methods that are especially appropriate for adult learning. These are grouped into three categories: (1) discussion-based approaches, (2) individual reflection-related approaches, and (3) experiential learning activities. They can stand alone for a specific group meeting or be used in conjunction with one another or with information-giving methods such as lectures, speeches, readings, and videos.
Discussion-based approaches
Guided discussion can draw upon the life experiences of learners. Adults connect new concepts to their existing knowledge. These discussions often begin by asking questions such as, What has been your experience with…? Or, What do you know about…? Also, after presenting information, adults can be asked to talk about experiences that they have had that relate to the topic under consideration.
During group reflection, participants may consider the following questions:
What are the key ideas or learnings that I gained from today’s meeting?
How did the material that we discussed make me feel? What emotions did I experience?
What challenged me the most?
What questions are still lingering in my mind?
In what ways did our time together change or expand my perspective?
Problem posing is the presentation of real-world problems that allow learners to collaborate and suggest solutions. Begin a presentation with a problem-focused, rather than an information-oriented, approach. Then encourage participants to add their own problems that relate to the topic under consideration. After providing information, encourage participants to respond to the presentation as well as to one another’s issues. Problem posing supports the need of adult learners to use and apply knowledge to their life situations.
Individual reflection-related approaches
Journaling involves writing a reflective journal or log. It can be used to answer questions like the following: What is one takeaway from our meeting today? What information connects with my previous experience? How can I apply material from today's meeting to my personal or professional life?
Journaling adds precision to thinking and allows an individual to review the progression of their thoughts over time.
Debriefing and self-assessment questions are especially appropriate for individual reflection after a group or personal experience. Of course, they can also be applied to group discussion or journaling activities. These questions ask: What was the main thing that I learned? What new insights were gained? What questions has this meeting brought to my mind? What are the areas in which I may need additional information or support? What might I need to think, be, or do differently?
Self-directed learning
The teacher should be viewed as a facilitator or coach rather than a director, a “guide on the side” rather than a “sage on the stage.” In many areas, adults are self-driven and independent. To support these self-directed inclinations, facilitators can provide supplemental resources for use outside of group meetings. These often include handouts with additional information, including links to websites, podcasts, and YouTube videos. And, when learners are ready, facilitators should assist learners in identifying their own learning goals and plans.
Experiential learning activities
Service projects
Learners participate in an organized service activity that meets community needs and directly or indirectly develops new understandings, attitudes, and skills.
Field activities
Learners participate in real-life activities (other than service projects). This includes internships, apprenticeships, shadowing, field trips, team-building activities, and challenge courses (e.g., climbing and ropes courses). These encourage participants to be stretched and interdependent.
Simulations
Learners take part in simulations that mirror real-life situations. Examples include case studies, role-playing, or computer-based virtual simulations. These allow for learning in a safe and controlled environment.
Conclusion
The blog has identified the difference between pedagogy (teaching children) and andragogy (teaching adults) and has described Malcolm Knowles' principles of andragogy. These state that adults learn differently from children due to their self-concept, accumulated experience, readiness to learn, orientation toward learning, and internal motivation. The material then provided examples of teaching methods suited for adult learners that are categorized into group discussion, individual reflection, and experiential activities. In summary, pedagogy and andragogy are contrasted and suggestions are given for understanding and facilitating adult learning that is respectful of adult development, interests, and needs. Following are suggested resources for additional reading and research.
The Modern Practice of Adult Education: Andragogy Versus Pedagogy. Knowles, Malcolm S. https://amzn.to/3MsMe76
The Adult Learner. Knowles, Malcolm S. and Holton, E. https://amzn.to/462SCZC
A Christian Educator’s Handbook on Adult Education. Gangel, K. and Wilhoit, J. https://amzn.to/3u1ZIR4
How to Teach Adults. Draves, William A. https://amzn.to/3QtU9lP
Learning Together in the Christian Fellowship. Little, Sara. https://amzn.to/49tjvZF
Ispring Solutions: https://www.ispringsolutions.com/blog/adult-learning-theories#best-adult-learning-methods-to-boost-engagement
Supplementary online resources that may have been consulted include ChatGPT, Claude, Google Search, Google Bard, Bing, and Wikipedia.
Church And School Education (CASE) Resources is a participant in the Amazon Services LLC Associates
Program, of affiliate advertising designed to provide a means for sites to earn fees by linking to Amazon.com
This presentation is also available as a YouTube video at https://youtu.be/AOxW2dWd4aI
Individual reflection-related approaches
Journaling involves writing a reflective journal or log. It can be used to answer questions like the following: What is one takeaway from our meeting today? What information connects with my previous experience? How can I apply material from today's meeting to my personal or professional life?
Journaling adds precision to thinking and allows an individual to review the progression of their thoughts over time.
Debriefing and self-assessment questions are especially appropriate for individual reflection after a group or personal experience. Of course, they can also be applied to group discussion or journaling activities. These questions ask: What was the main thing that I learned? What new insights were gained? What questions has this meeting brought to my mind? What are the areas in which I may need additional information or support? What might I need to think, be, or do differently?
Self-directed learning
The teacher should be viewed as a facilitator or coach rather than a director, a “guide on the side” rather than a “sage on the stage.” In many areas, adults are self-driven and independent. To support these self-directed inclinations, facilitators can provide supplemental resources for use outside of group meetings. These often include handouts with additional information, including links to websites, podcasts, and YouTube videos. And, when learners are ready, facilitators should assist learners in identifying their own learning goals and plans.
Experiential learning activities
Service projects
Learners participate in an organized service activity that meets community needs and directly or indirectly develops new understandings, attitudes, and skills.
Field activities
Learners participate in real-life activities (other than service projects). This includes internships, apprenticeships, shadowing, field trips, team-building activities, and challenge courses (e.g., climbing and ropes courses). These encourage participants to be stretched and interdependent.
Simulations
Learners take part in simulations that mirror real-life situations. Examples include case studies, role-playing, or computer-based virtual simulations. These allow for learning in a safe and controlled environment.
Conclusion
The blog has identified the difference between pedagogy (teaching children) and andragogy (teaching adults) and has described Malcolm Knowles' principles of andragogy. These state that adults learn differently from children due to their self-concept, accumulated experience, readiness to learn, orientation toward learning, and internal motivation. The material then provided examples of teaching methods suited for adult learners that are categorized into group discussion, individual reflection, and experiential activities. In summary, pedagogy and andragogy are contrasted and suggestions are given for understanding and facilitating adult learning that is respectful of adult development, interests, and needs. Following are suggested resources for additional reading and research.
The Modern Practice of Adult Education: Andragogy Versus Pedagogy. Knowles, Malcolm S. https://amzn.to/3MsMe76
The Adult Learner. Knowles, Malcolm S. and Holton, E. https://amzn.to/462SCZC
A Christian Educator’s Handbook on Adult Education. Gangel, K. and Wilhoit, J. https://amzn.to/3u1ZIR4
How to Teach Adults. Draves, William A. https://amzn.to/3QtU9lP
Learning Together in the Christian Fellowship. Little, Sara. https://amzn.to/49tjvZF
Ispring Solutions: https://www.ispringsolutions.com/blog/adult-learning-theories#best-adult-learning-methods-to-boost-engagement
Supplementary online resources that may have been consulted include ChatGPT, Claude, Google Search, Google Bard, Bing, and Wikipedia.
Church And School Education (CASE) Resources is a participant in the Amazon Services LLC Associates
Program, of affiliate advertising designed to provide a means for sites to earn fees by linking to Amazon.com
This presentation is also available as a YouTube video at https://youtu.be/AOxW2dWd4aI
