USING ANDRAGOGY TO FACILITATE ADULT LEARNING A primary concern in the field of Educational Psychology is how to effectively understand human

development, especially when it refers to the study of learning. The use of science can be used as a means of putting adult development into context. Knowles Model of Andragogy, for example, has been used as a tool to describe the process of how adults learn and what motivates them to participate in different learning experiences. Consequently, this model is an example of how learning theory and educational practice complement and refine one another. Throughout my work experience, I have witnessed that adult learners decide to further their education after they evaluate their needs and motivations. Their primary needs reflect a desire to improve already acquired skills. In the long-run, needs become a priority and force individuals to realize the importance of being self-directed human beings (Henschke, 2011). In terms of motivations, adult learners participate in educational settings as a means of remaining marketable in todays global environment, validating the fact that as a person matures, his/her readiness to learn becomes oriented to the developmental tasks of his/her social roles (Ozuah, 2005). Individuals are competitive in nature which is another reason why adults decide to pursue additional training. Adult learners are goal oriented and eager to make positive changes to their lives. This eagerness explains that adults desires to learn and need to learn are not a result of external factors. I usually ask my students: Why are you taking my Spanish class? The response I get is: Mr. Llovera, at present there is a huge need for Spanish-speaking people. We have come to the realization that if we want to keep our jobs, we need to be fluent in a foreign language. Studies show that the majority of all normal adults are motivated to keep learning,

growing, and developing even until their later years in life, which has made me understand that theory provides a framework to use in making educational decisions. (Schunk, 2012) Given that the majority of my students are working adults, I have used Knowles Model of Andragogy as a means of striving to integrate theory, research and practice (Schunk, 2012). I provide my students with the tools they need to master a particular task. In this case, my goal is for them to achieve proficiency in the Spanish language. Therefore, I ensure that every student that is in the classroom has a desire to learn something. I then proceed to explain to them that I will provide opportunities that will prompt them to have control over the learning process. Although I teach fast track classes, I explain to my students that during the class, I will allow sufficient time for assimilation of new information by practicing and applying what they have learned in the classroom and in their work environment. Although learning a language later in adulthood can be challenging, it should not be perceived as an impossible task to accomplish. Adults can learn a second language when there are opportunities for them to have control over the learning process. People learn a second language more successfully when they use the language as a means of acquiring information, instead of only focusing on learning the language itself. In other words, learning a new language results from the interaction of the individual with his/her context.

Works Cited: Ozuah, P. O. (2005). First, There Was Pedagogy And Then Came Andragogy. Einstein Journal Of Biology & Medicine, 21(2), 83-87. Schunk, D. H. (2012). Learning theories: An educational perspective (6th ed.). Upper Saddle River, NJ: Prentice Hall.

Yoshimoto, K., Inenaga, Y., & Yamada, H. (2007). Pedagogy and Andragogy in Higher Education A Comparison between Germany, the UK and Japan. European Journal Of Education, 42(1), 75-98. doi:10.1111/j.1465-3435.2007.00289.x Miguel Llovera Da Corte