the method of teaching students that are considered “adult learners,” and this definition came to be by assumptions about the adult learner” (Merriam, Sharan B., Baumgartner, Lisa, Caffarella, Rosemary S, 2007). “Andragogy makes the following assumptions about the design of learning: (1) Adults need to know why they need to learn something (2) Adults need to learn experientially, (3) Adults approach learning as problem-solving, and (4) Adults learn best when the topic is of immediate value” (Culatta, 2015). Andragogy can be used to help the adult learner understand the material being taught by the professor to them. I have learned that when teaching an adult they will most likely question why they are learning something and ask how they can relate it to something else. As children, we just learn what we are told to learn and it is what it is. As children we complete grades k-12 learning the curriculums set up for us in which are mandated by each school district. Each student must complete the required material in order to pass no if ands or buts. While adults are required to complete the coursework, the overall material is up for debate. Because adults have so much real life experience to incorporate into the classroom discussions and assignments, the professor may be open to changing the requirements and guidelines of the course to better fit the student’s backgrounds. This is where the concept of having a flipped classroom might come into play. Andragogy is all about getting the adult learner to relate their everyday events to the material being taught in the classroom. I have learned that most adults are extending their educational background for a reason. They aren’t just taking the courses to pass the time. Adults expect to get something out of what they are learning immediately and need to be shown why learning the material isn’t a waste of time. If the adult learner understands why they are studying the material they will most likely put more time and effort into making sure they retain the knowledge.
the method of teaching students that are considered “adult learners,” and this definition came to be by assumptions about the adult learner” (Merriam, Sharan B., Baumgartner, Lisa, Caffarella, Rosemary S, 2007). “Andragogy makes the following assumptions about the design of learning: (1) Adults need to know why they need to learn something (2) Adults need to learn experientially, (3) Adults approach learning as problem-solving, and (4) Adults learn best when the topic is of immediate value” (Culatta, 2015). Andragogy can be used to help the adult learner understand the material being taught by the professor to them. I have learned that when teaching an adult they will most likely question why they are learning something and ask how they can relate it to something else. As children, we just learn what we are told to learn and it is what it is. As children we complete grades k-12 learning the curriculums set up for us in which are mandated by each school district. Each student must complete the required material in order to pass no if ands or buts. While adults are required to complete the coursework, the overall material is up for debate. Because adults have so much real life experience to incorporate into the classroom discussions and assignments, the professor may be open to changing the requirements and guidelines of the course to better fit the student’s backgrounds. This is where the concept of having a flipped classroom might come into play. Andragogy is all about getting the adult learner to relate their everyday events to the material being taught in the classroom. I have learned that most adults are extending their educational background for a reason. They aren’t just taking the courses to pass the time. Adults expect to get something out of what they are learning immediately and need to be shown why learning the material isn’t a waste of time. If the adult learner understands why they are studying the material they will most likely put more time and effort into making sure they retain the knowledge.
gelati-edu-643-final-project.docx