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Knowles Andragogical Assumptions (1980) Description Implications for Teaching Concept of As a person ages, he moves 1.

Learning Climate physical environment the Learner from dependency toward selfshould be comfortable for adults. directedness, but not at the Psychological climate should make same rates as other learners (p. learners feel accepted, respected, and 43). supported (p. 47) 2. Diagnosis of needs adult learners should Children are conditioned to be be involved in self-diagnosis of needs for dependant learners. Adult learning (constructing a model of learners must overcome this competencies required to achieve ideal conditioning and apply their performance, providing experiences for self-directedness to education. personal assessment of said Programs must build into their competencies, identify gaps between the design experiences to help two) (p.48). adults think differently about 3. The planning process teacher serves as learning, and build confidence guide, learners plan their own learning. in their own self-concept as (p.48) self-directed learner (p. 45-46). 4. Conducting learning experiences learning-teaching transaction is the mutual responsibility of learner and teacher (p.4849). 5. Evaluation of learning self-evaluation with teacher-guide, not judgement (p.49). Role of As a person ages, he acquires 1. Emphasis on experiential techniques Learners experience that becomes a rich discussions, case models, role playing etc. Experience resource for learning. People (vs. lectures, assigned readings etc.) can attach greater value to learning be used because adults themselves are gained from experiences (p. rich resources (p. 50). 44). 2. Emphasis on practical application for transfer of learning, learning experiences Not only do adults have more should explicitly apply to day-to-day lives experience than children, but a (p.50). variety of kinds of experiences 3. Unfreezing and learning to learn from from which adults derive their experience adults need help to look at identity (i.e an adult identifies themselves objectively and free their himself by occupation, travels, minds from preconceptions. achievements). Readiness A person is ready to learn 1. The timing of learnings adult-education to Learn something when they programs should be organized by roleexperience a need to know it to change, not subject matter. For example, cope with real-life situations (p. a new employee should learn about real44). life concerns about the job, not the history of the organization (p.53). While children are ready to 2. The grouping of learners learners may learn something when they are be grouped homogeneously, or developmentally ready, they heterogeneously, depending on the goal are primarily of psychological of the program (p. 53). and mental maturation. Adults

Orientation to Learning

are ready to learn something when they reach a social role change (p.51). Learners see education as a process of increasing competencies to achieve their full potential. Learners want to apply what they have learned to live more effectively. People are performance-centered (p. 44).

Where children have a perspective of postponed application, adults tend toward immediate application of learning because learning is largely a response to pressure from real-life. Other Assumptions 1. Adults can learn scientific evidence has proven that adults can learn, so failure to do so must be the result of factors like underestimation of ability to learn, physical age-related changes (poor vision, less energy), lack of motivation (p. 55). 2. Learning is an internal process knowledge is not transmitted as an external process, but by the internal process of learners engaging their whole being including intellectual, emotional, and physiological functions (p. 56). 3. There are superior conditions of learning and principles of teaching certain conditions are more conducive to learning than others including. The teacher a. exposes earners to new possibilities for fulfillment b. helps learners clarify their own aspirations c. helps diagnose gap between aspiration and current level d. helps learner identify life problems caused by gaps e. provides physically comfortable conditions f. respects learner feelings and ideas g. seeks to build relationship of trust, encourage cooperative activities h. contributes as a colearner i. involves learners in process of formulating learning objectives j. shares options for designing the learning experience and material selection k. helps learners organize themselves l. help learners exploit their own experience as resources for learning m. gears presentations to level of experience of learners n. helps learners apply new learnings to their experience o. involves learners develop criteria and methods for measuring progress p. helps learners develop and apply procedures for self-evaluation (p. 57-58).

1. The orientation of adult educators subject matter must develop according to existential concerns of the individual and institutions they serve (p. 54). 2. The organization of the curriculum programs are organized by problem areas, not subject areas (p. 54). 3. The design of learning experiences starting point for learning experience is the problems and concerns that the adtuls have on their minds as they enter (p. 54). `

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