TSL 751PRACTICES AND REFLECTIONS IN TESL
ADULT LEARNING:
STRATEGIES FOR TEACHING ADULT LEARNERS
[Link]
FakultiPendidikan
UiTMKampusSeksyen17
40200ShahAlam,Selangor
Hp.0123261135
emailabuba710@[Link]
OBJECTIVES
Tointroduceparticipantstothedevelopmentsin
adulteducationandtoidentifystrategiesinteaching
adultlearners.
LEARNINGOUTCOMES
Attheendofthesession,participants
shouldbeableto:
1. Discussdevelopmentsinadulteducation
2. Identifythecharacteristicsofadultlearners
3. Differentiatebetweenpedagogyandandragogy
4. Analyzeandragogyanddevelopstrategiesfor
teachingadultlearners
DEVELOPMENTSINADULT
EDUCATION
During20thcenturygrowinginterestinadult
education.
Rationale:Nocountrycanprosperwithpoorly
educatedhumancapital.
Henceworkforceneedstolearncontinuouslyfor
thecountrytoprosper.
DEVELOPMENTSINADULT
EDUCATION
Forthepastfiftyyearsadulthighereducation
gainedprominenceingovernmentpolicies,
businesscorporations,andhighereducation
worldwide.
Providersofadulteducationcommittedto:
Providingaccessandequitytoadultlearners
Embarkinginknowledgecompetenceaidedby
technologies.
RECENTDEVELOPMENTINADULT
EDUCATIONINMALAYSIA
MOREADULTSEEKINGEDUCATION
Threemainfactors:
1. Governmentemphasisonlifelongeducation
NationalEducationPhilosophy
2. ThegrowthofIPTA/IPTS
Offeringavarietyofattractiveandcompetitiveprograms
Opportunitytopursueeducation,
fulltime,distancelearning,openuniversity,etc.
3. RapiddevelopmentofICT
Flexiblelearningprograms,epjj,blendedlearning
TWOMAINREASONSFOR
LEARNING
Selfdevelopment(Intrinsicmotivation)
Toseeknewknowledgeandskills
Opportunityforupwardmobility(Extrinsic
motivation)
Promotionandcareeradvancement
REASONFORLEARNING(KELLY.
DIANA.K)
1. SecondChanceStudents:
Didnothavetheopportunityforhigher
educationwhenyounger.
LateBloomers
2. CareerRelatedReasons:
Careeradvancement:higherqualificationsforhigher
levelpositions
Careerchange:newskillsorcertificationtobeginnew
career.
Parttimerworkers:qualificationstoobtain
permanent/fulltimepositions.
Beginacareer:oftenwomenwhowanttoworkafter
raisingafamily.
3. WorkRelatedReasons:
Shortcoursestoupgradeskillsforcurrentjob(specific
skills)computer,communication,etc.
Continuingprofessionaleducationrequiredinthe
[Link],Law,etc.
Shortcoursesandseminarstokeepuptodateinthe
profession.
4. PersonalFulfillment:
Selfesteembuildingandselfunderstanding.
Basicskills:literacy,maths,transferableskills.
Socialreasons:tomeetpeoplewithsimilarinterests
Exploreanareaofprofessionalinterest
BARRIERSTOPARTICIPATINGIN
HIGHEREDUCATION(KELLY.D.K)
Situationalbarriers:
Outsideresponsibilities,limitedtime,cost,etc.
Institutionalbarriers:
Admissionandregistrationprocedures,scheduling,
etc.
Dispositionalbarriers:
Fearofstudy,lowselfesteem,lowmotivation,etc.
MAJORQUESTIONSINT&L
Whoaretheseadultlearners?
Whataretheirmajorcharacteristics?
Isthereanydifferenceinteachingadults?
Ifthereis,whatarethedifferences?
Whataretheappropriatestrategiesin
teachingadultlearners?
DEFININGADULTLEARNERS
USA
25orolder
UK
21orolder
Malaysia
21orolder
Eligibletovote
MAJORCHARACTERISTICS
OFADULTLEARNERS
Adultassociatedwithbeingfullydeveloped,
matureandgrownup
Knowles,M.(1990):Apersonisanadultifhe/she
iscapableofperforminghis/hersocialroles
determinedbyhis/herculture;responsiblefor
his/herownlifeandthatofothers
Usuallyinemployment
UITMSTUDENTS
PreDiploma/Asasi
Diploma
BachelorsDegree
Masters
PhD
STAGESOFHUMAN
DEVELOPMENT
Infancy
Childhood
Earlyadolescence
Middleadolescence
Lateadolescence
Adult
PEDAGOGY
AccordingtoLawson(1998)
PedagogyorPedagogicalmodeloflearninghas
dominatededucation
Pedagogyusedasageneraltermformethodof
teaching
Pedagogytheartandscienceofeducatingchildren
GreekPaid/PedameansChild
PEDAGOGY
Pedagogicalmodel:
1. [Link]
learnersroleispassive
2. Theteacheristheexpertknowall
3. Learningisinformationcentered,prescribedinthe
syllabus
4. Peoplearemotivatedtolearninordertopassatest,
advancetothenextlevelorearncertification
5. Motivationtolearnisexternal/extrinsic.
ANDRAGOGY
Andragogytheartandscienceofhelpingadults
learn(Knowles,1988)
GreekAner/Andrameansman(adult)
BeganinEuropeandpromotedinUSAMalcolm
Knowles,guruofadultlearning
ANDRAGOGY
Andragogicalmodeloflearning:
1. Theadultlearnerisselfdirected(independent)
achangeinselfconceptfromtotaldependencyto
[Link]
responsibilityfortheirownlives
ANDRAGOGY
Andragogicalmodeloflearning:
2. Theadultlearnerisexperienced
abasisfornewlearning
aresourcetosharewithothers
Arichresourceforlearningbyselfandothers
Roleoftheteacherguideandfacilitator
ANDRAGOGY
3. Theadultlearnersarereadytolearnwhen
theyperceiveaneedtoknowinorderto
performmoreeffectivelyinsomeaspectof
[Link],rather
thantheoreticalandconceptual.
ANDRAGOGY
4. Theadultlearnerswantimmediate,realworld
application,
[Link],
reallifesituationtaskandproblems
ANDRAGOGY
5. Theadultlearnerisintrinsicallymotivatedto
[Link]
esteem,recognition,curiosity,betterqualityof
life,opportunityforselfactualization.
STRATEGIESFORTEACHING
ADULTLEARNERS
PleaseseeActivity1
STRATEGIESFORTEACHING
ADULTLEARNERS
TransitionfromPEDAGOGYANDRAGOGY
PEDAGOGY&ANDRAGOGY
Pedagogyteachercentered,focusonlearning
Andragogylearnercentered/learnerfocused
education
Adultsdifferfromchildreninanumberofways,and
thus
thetraditionalpedagogicalmodelisnotsuitablefor
usewithadults.(Knowles1973)
PEDAGOGY&ANDRAGOGY
Children
Needstobeguided
Dependentonteacher
Adults
Teacherauthority
figure Tendtobeselfdirecting
Externalrewardand Possessawealthof
punishment experience
Lackexperience Intrinsicallymotivated
Extrinsicallymotivated Tendtobeproblemcentered
Subjectcentered Aretimeconscious
Arefocusedonspecificgoals
Arehighlymotivated(when
itisseenasrelevant)
STRATEGIESFORTEACHING
ADULTLEARNERS
1. Selfdirected
Teachercenteredtostudentcentered
Teacherasexperttofacilitator
Passivelearningtoactivelearning
[Link]
[Link]
lecture
Flexibilityinlearning
[Link],groupdiscussion,
casestudyetc.
STRATEGIESINTEACHING
SELFDIRECTEDLEARNING
Instructionshouldallowlearnerstodiscoverthingsfor
themselves
SDLmodel
Studentstakecontroloftheirownlearning
Settingtheirownlearninggoals
Decidingonwhichlearningmethodstouse
Evaluatingtheirownprogress
STRATEGIESFORTEACHING
ADULTLEARNERS
2. Wealthofexperience
Findoutwhatthelearneralreadyknowsandbuildonthose
experiences
Instructionshouldtakeintoaccountthewiderangeof
backgroundoflearners
Createawinwinsituation
Capitalizeontheirbackgroundknowledgeandexperiencei.e.
projects,presentations,groupdiscussions,etc.
Provideopportunityforsharingwithteacher,betweenstudents
[Link],discussion,presentation
Collaborativelearningopportunitytoworkingroups
STRATEGIESFORTEACHING
ADULTLEARNERS
3. Practicalandrealistic
Problemcenteredratherthansubjectcentered
Lesstheoriesandconceptsskillsandknowledgetohelpthem
solveproblemsorcompletetasks
Helplearnersseehowthelearningwillhelpthemtobemore
successful
Intellectuallychallengingandstimulatinginstructions
Instructionshouldbetaskorientedinsteadofmemorization
Activitiesrelevanttotheirimmediateneedscasestudies,
simulations,etc.
STRATEGIESFORTEACHING
ADULTLEARNERS
4. Relevance
Cleargoalsandobjectives
Involvelearnersinplanningthroughneeds
analysis
Mostinterestedtolearnsubjectsthathave
[Link]
worldsituation
Visits,guestspeakers,simulation,etc.
STRATEGIESFORTEACHING
ADULTLEARNERS
5. Intrinsicallymotivated
Treatthemasmatureperson/adults
Providesupport,guidanceandrecognition
Createacomfortableandconducivelearningenvironment
promotegreaterconfidenceandopportunitytoself
actualize
Activelyinvolveadultsinlearningprocess
ADDITIONALSTRATEGIES
1. Learningstylescatertodifferentlearningstyles
andpreferences.(DunnandDunn,VATetc.)
Multisensoryapproachconsiderperceptual
modality.
[Link](1985)alearner
maypreferoneormoreofthefollowingwaysin
processinginformation:
Visual: learningthroughtheeyes pictures,
graphs,videos,etc.
Print : absorbwrittenwords handouts,texts,
etc.
Aural : informationthroughtheears
lectures,audiotapes,etc.
Interactive: interactionwithteacherandother
students groupdiscussions,questionand
answer sessions,etc.
Tactile: handsonactivitiesmodelbuilding,
drawing,etc.
Kinesthetic: useofpsychomotorskillsand
bodymovementroleplay,games,etc.
Agoodinstructionshouldincorporateallsixmodalities
3. Usevarietyofmethods
4. Usemoreinductivethandeductiveapproachto
learning
useexamplesthatleadtosolvingtheproblemor
increaseknowledgeskillsandattitude
Inductivespecifictogeneral
Deductivegeneraltospecific
CONCLUSION
Theteacherofadultsneedstolearnandrelearn
inordertobetterunderstandadultlearners
Theteacherofadultsneedtomovefrom
pedagogytoandragogy
or,combinepedagogyandandragogy
DISCUSSION
1. Howwouldtheknowledgeofandragogyhelp
youtobetterunderstandadultlearners?
2. Basedonyourknowledgeofandragogy,discuss
thestrategiesthatyouwouldadoptinteaching
ESL.
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THANKYOU..
