Andragogy and the Art of Working with Nontraditional Students
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The document discusses several key aspects of adult learning theory. It notes that adults learn differently than other types of learners, being more self-directed, drawing on life experiences, being problem-centered, and internally motivated. It also discusses important principles for teaching adults, such as participation, respect, safety, relevance, sequencing, and inclusion.
Andragogy and the Art of Working with Nontraditional Students
- 1. Carolyn Palmer, Clare Spathelf, & Jeannette Passmore Department of Higher Education and Student Affairs Bowling Green State University
- 3. ©2009 CP Strategic plan for higher education in Ohio: 2008-2017 enrollment goals
- 4. JP
- 5. has delayed enrollment attends part time works full time while enrolled is considered financially independent for purposes of determining financial aid has dependents other than a spouse is a single parent does not have a high school diploma. JP
- 6. The theory of adult learning, attempts to explain why adults learn differently than other types of learners (Knowles). CP
- 7. CP Self-directed Life experience Social roles Problem centered Internally motivated
- 8. Share some of your most rewarding teaching moments What made them special? CP 2 Minutes Remaining
- 9. What were some of your most rewarding moments? What made them rewarding? CP
- 10. Share some of your most challenging teaching moments What do you think you could have done more effectively? CP 2 Minutes Remaining
- 11. What were some of your most challenging teaching moments What do you think you could have done more effectively? CP
- 12. CS
- 13. Safety in the environment and the process. We create a context for learning. That context can be made safe. Sound relationships between teacher and learner and among learners. Sequence of content and reinforcement. CS
- 14. Trust in instructor’s expertise Relevance of objectives Create smaller groups within the classroom Sequence builds safety Nonjudgmental environments create safety CS
- 15. Please enjoy a ten minute break
- 16. Immediacy of the learning. Clear roles and role development. Teamwork and use of small groups CS
- 17. Are you creating a passive or active environment? The power of team work Inclusion Peer mentoring CS
- 18. CS
- 19. CS Long & Dziuban Learning Style Inventory Behavior Patterns Aggressive Independent Aggressive Dependent Passive Independent Passive Dependent
- 20. JP
- 21. Praxis: action with reflection or learning by doing. Engagement of the learners in what they are learning. Ideas, feelings, and actions: cognitive, affective, and psychomotor aspects of learning. JP
- 22. Energizing and connecting High Status Behaviors Low Status Behaviors JP
- 23. JP
- 24. Be Honest Become Knowledgeable Demonstrate Respect Personalize the referral process Role-play or practice Follow-up JP
- 25. Needs assessment: participation of the learners in naming what is to be learned. Respect for learners as decision makers. Accountability: how do they know they know CP
- 27. Arnzen, M. (2005). Impro II: Status. Retrieved February 2005, from http://blogs.setonhill.edu/MikeArnzen/009704.html Dziuban, C.D., Moskal, P.D., & Dziuban, E.K. (2000). Reactive behavior patterns go online. The Journal of Staff, Program, & Organization Development 17 (3), 171-182. Merriam, S. B., & Caffarella, R. S. (1999). Learning in Adulthood. San Francisco: Jossey-Bass, Inc. Vella, J. (2002). Learning to Listen, Learning to Teach . San Francisco: Jossey-Bass.
Editor's Notes
- #2: Opening exercise: Pass out cards face down- the other side of the card identifies one of three different benefits: a day off from work- $200 voucher toward health bill- $150 Have them chose a benefit=explain how we are all at different places in our life=classroom full of individuals with different values. 06/08/09 04:31 © 2007 Microsoft Corporation. All rights reserved. Microsoft, Windows, Windows Vista and other product names are or may be registered trademarks and/or trademarks in the U.S. and/or other countries. The information herein is for informational purposes only and represents the current view of Microsoft Corporation as of the date of this presentation. Because Microsoft must respond to changing market conditions, it should not be interpreted to be a commitment on the part of Microsoft, and Microsoft cannot guarantee the accuracy of any information provided after the date of this presentation. MICROSOFT MAKES NO WARRANTIES, EXPRESS, IMPLIED OR STATUTORY, AS TO THE INFORMATION IN THIS PRESENTATION.