An Andragogic Genome--Adult Learning Examination, Styles, and Instructional Improvement Strategies & Techniques (NELB 2008)

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An Andragogic Genome--An Andragogic Genome--Adult Adult Learning Examination, Styles, and Learning Examination, Styles, and Instructional Improvement Strategies & Instructional Improvement Strategies & TechniquesTechniques

No Educator Left Behind Conference

Indiana Wesleyan University

Indianapolis Education Center

20 June 2008

Mark Eutsler

Indiana Wesleyan University

Adjunct Faculty Member

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•Definition

•Adults as Learners

•Learning Styles

•Instructional Improvement Strategies & Tactics

•References

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Scientific Definition

Genome … The total amount of genetic information in the chromosomes of an organism, including its genes and DNA sequences.

The American Heritage® Science Dictionary

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Biologic genomes contain organisms’ Biologic genomes contain organisms’ encoded hereditary information.encoded hereditary information.

An andragogic genome examines adult An andragogic genome examines adult characteristics (Martin 2008), identifies characteristics (Martin 2008), identifies learning (Conner 1996), and probes learning (Conner 1996), and probes instructional improvement (Gibson 2007).instructional improvement (Gibson 2007).

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Facilitators who set climate, record Facilitators who set climate, record reaction, and present material building to reaction, and present material building to climax (Blackbourn 2000) find success climax (Blackbourn 2000) find success navigating an andragogic genome and its navigating an andragogic genome and its DDynamic ynamic NNeeds eeds AAssessment.ssessment.

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RelevancyEquals

Respect

PresentingBuilds toClimax

RecordingStudent

Reactions

SettingLearning Climate

DNA—Dynamic Needs Assessment

AndragogicGenome

An Andragogic Genome

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Wants RespectShown

PracticalGoal

Orientation

Life ExperienceAccumulation

Autonomous &Self-Directed

DNA—Dynamic

Needs Assessment

Andragogic DNA—Dynamic Needs Assessment

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Adult learner autonomy (Martin 2008) Adult learner autonomy (Martin 2008) and and lifetask-organizing (Conner 1996) make lifetask-organizing (Conner 1996) make da Vinci's statement, da Vinci's statement, all our knowledge all our knowledge has its origins in our perceptionshas its origins in our perceptions, , particularly applicable. particularly applicable.

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•Definition


•Learning Styles


•References

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Adults as Learners

•Autonomous and self-directed

•Accumulation of life experiences and knowledge

•Goal-oriented and relevancy-oriented

•Practical

•Want to be shown respect (Martin 2008)

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•Definition


•Learning Styles


•References

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Learning Styles

Individuals learn and process information in different ways. We may not have realized this earlier in our learning careers because most of us attended schools where teachers delivered instruction in one way. Most teachers talked to us, and we answered their questions. We then took pencil- and paper-based tests. Schools taught one way and didn’t help or encourage us to learn our unique styles.

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There are many different ways to classify learning styles. As adult learners we should:

•Assess our needs.

•Define our goals.

•Set our objectives.

•Choose methods and resources for meeting our objectives.

•Use our own (and one another's) varied experiences as resources for learning.

•Organize learning experiences around lifetasks.

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All our knowledge has its origins in our perceptions.

Leonardo da Vinci.

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Learning styles fall into these general categories that represent ways for facilitators to focus on the learner:

•Perceptual modalities

•Information processing

•Personality patterns

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Perceptual modalities define

biologically-based reactions to our physical environment and represent the way we most efficiently adopt data. We should learn our perception style so we can seek out information in the format we process most directly. Educators should pay attention to modalities to ensure programs strike all physiologic levels.

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Information processing distinguishes

between the way we sense, think, solve problems, and remember information. Each of us has a preferred, consistent, distinct way of perceiving, organizing, and retaining information.

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Personality patterns focus on attention,

emotion, and values. Studying these differences allows us to predict the way we will react and feel about different situations. (Conner 1996)

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The GenerationsThe Generations

Age groups defined by William Strauss and Neil Howe in their book, Generations, which are characterized by a shared coming of age experience.

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Builders (born 1901 to 1924) Builders (born 1901 to 1924)

The generation who built most of the major institutions of the 20th century.

Big business, big government, big unions, big universities, big churches... (Strauss and Howe call this group, GIs).

Age 82 plus

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Silents Silents (born 1925 to 1942) (born 1925 to 1942)

The generation who supported and faithfully served the builders.

Maintained the greatness of business, institutions, churches given to them by the previous generation.

Age 64-81

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BoomersBoomers (born 1943 to 1960) (born 1943 to 1960)

The generation of idealists. Born and raised during the postwar boom era.

Experienced unprecedented economic/educational/employment opportunities.

Success measured by achievement. Age 46-63

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Survivors Survivors (born 1961 - 1981) (born 1961 - 1981)

The neglected children of the younger silent's and the boomers.

Their parents were so busy in pursuit of the self that they left their children to fend for themselves.

Quite good at surviving. Age 25-45

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MillennialMillennial (born 1982-- 2001) (born 1982-- 2001)

The youngest living generation, they will have a different childhood.

Those on the early end of this generational cohort will suffer from the fiscal crises of our public institutions.

The home environment is changing as more value is placed on family and the care of children.

Age 5-24

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Z GenerationZ Generation (born after 911)(born after 911)

While this generation is not yet defined it will grow into a world following 911.

It will be influenced by the need for security, global awareness, and the need to be connected relationally.

Other characteristics will emerge as this generation enters the educational process.

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Predominant Values by AgePredominant Values by Age

Builders (over 80) value ProjectSilent (64-80) value Protecting ProjectBoomers (46-63) value CauseSurvivors (30-45) value FriendSurvivors/Millen (20-30) value IdentityMillennials-Z (under 20) value TBD

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Key Characteristics by AgeKey Characteristics by Age

Builders (over 80) \

Silent (64-80) / Autocratic

Boomers (46-63) – Entrepreneurial

Survivors (30-45) \

Survivors/Millen (20-30) / Outsourcers

Millennials-Z (under 20) –TBD

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Are the Generations Different?Are the Generations Different?

Educational LevelWorld ViewEconomic OpportunitiesUnderstanding/experience of institutionsFamily Life

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Key Values Across Key Values Across GenerationsGenerations

SignificanceDoes my life count?

Do I make a difference?

Self-actualizingRight way (sense of what to embrace & avoid)

Sense of the Other (something beyond me)

Language (symbolic language, i.e. liturgy)

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•Definition


•Learning Styles


•References

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•Instructional pacing important for understanding/comprehension

•Learning friendly instruction

•Maximize use of teaching time

•Total Quality Education

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Instructional pacing is important for understanding/comprehension

As the level of difficulty increases, the level of instructional pacing decreases, then escalates as learner gains skill

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•Learner-friendly instruction

•Lessons begin with what students know

•Pacing: Too much, too fast, won’t last

•Collaborative: partnering

•Repeated practice: Hear, see, say … do

•Explicit vocabulary instruction

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Maximize use of teaching time

•Allocate more time to read & discuss text

•Choose practice activities that are academically profitable

•Increase engagement in reading in all subject areas (Gibson 2007)

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Total Quality Education

•Set a climate for learning,

•Constant and continuous recording of student reaction, and

•Present the material in such a way that it builds to a climax (Blackbourn 2000)

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•Definition


•Learning Styles


•References

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•Learning: The Cultural Technology (Conner 1996)

•Improving Instruction (Gibson 2007)

•Moving from Pedagogy to Andragogy (Martin 2008)

•Improving Classroom Instruction Through “Best-of-Class” Techniques (Blackbourn 2000)

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Learning Log

• What is something you learned during the presentation that was new or interesting?

• What was discussed during this presentation that was not new to you, but it reminded you of an idea, concept, or skill that you previously knew, but had not used or thought about for a while?

• What is something this presentation didn’t cover that you wished it had?

Documents

An Andragogic Genome--Adult Learning Examination, Styles, and Instructional Improvement Strategies & Techniques (NELB 2008)