Course Description | Lecture Syllabus | Lab Syllabus | Assign. Due Dates |
Course Assignments | Lecture Notes | Lab Notes | Training Resources |
last updated 9/20/2013 Date: Fri, 16 Aug 2002 07:59:13 -0500 From: "Scheffler, Shawn" <SScheffler@hrblock.com> Principles of Adult Learning--5 Common Denominators In his book, "How To Train and Develop Supervisors", Donald Kirkpatrick opens chapter four "Conditions for Maximum Learning by Supervisors" with eleven authors throughout training's history and compiles their views on adult learning principles. Some, like Thorndike and Bob Pike call them laws while others simply state that they are "things" or "generalizations" we know about adult learners. Whatever you call them, these ideas number from 3 to 30 depending on the author. If you look closely you will find that all of them can be categorized into five primary (base) areas. These five areas, or principles are: 5 Principles
The real key to this model is not really in the principles, yet this is where most theories limit themselves. The critical piece to solving the adult learning puzzle lies in taking each one of the 5 principles and applying it to each one of the 3 players in any given training situation:
Shawn M. Scheffler, Instructional Designer
Malcolm Knowles on the Concept of Adult Learning Knowles asserted that andragogy (Greek: "man-leading") should be distinguished from the more commonly used pedagogy (Greek: "child-leading"). Knowles' theory can be stated with six assumptions related to motivation of adult learning:
The term has been used by some to allow discussion of contrast between self-directed and 'taught' education
|