Emerging theories

There is an interesting Wiki located here with a discussion on emerging theories of adult learning. After reading this, there seems to be some controversy raised regarding the division between Andragogy and Pedagogy.

The authors suggest that the separation exists within the manner in which learning styles are applied, not in the learning styles themselves. The newest(?) theories proposed by the authors include four approaches: 
Action Learning: working on a real project is the learning environment. 
Experiential Learning: the learner becomes intrinsically involved in the learning material. 
Project-based Learning: students work in groups to solve authentic, interdisciplinary problems.
Self-directed Learning: individuals take on the responsibility for their own learning process by diagnosing their personal learning needs, setting goals, identifying resources, implementing strategies and evaluating the outcomes.

What I got from this article is - and as I have believed from the first day of my instructional practice - learners bring a multitude of independent factors to the learning arena, whether as children or adults. These factors impact the learning that takes place, and the outcomes achieved.

Form or Function?

 
Frank Lloyd Wright

There's been a lot of discussion this week about usage/function versus form/structure in teaching alternative languages (EAL for example).

For me, these are separable but do their best in producing the most well-rounded learner when combined together in the learning experience. In formal settings, the teacher has control over both of these styles, but in the real world that isn't always the case.

I've made a case for a learning scenario where only usage and function was the focus - a need to get by in a foreign country.

Someone else provided an example whereby only form and structure were studied - creating an academic but impracticable knowledge.

It is best to keep in mind that teaching is never a one way street - we cannot simply provide information in a vacuum. There is a learner on the other end. When we discuss styles, methodologies, and so on, it is wise to understand that the teacher has little or no control over the reaction of the learner. We can only offer a best case scenario for the learner, and let them make of it what they will. Sometimes we forget that, and become frustrated that our teaching is not getting through.

That may be the wrong perspective... it may not be our teaching that is not getting through, but rather that the learning is not taking place.

Negative reinforcement

B. F. Skinner

I've been thinking about B. F. Skinner's behaviour modification using Negative Reinforcement.

In the examples given in the document located here, it is a fairly easily understandable theory. However, how would you apply this in an adult learner setting? Particularly in a classroom full of autonomous, self-reliant, independent thinkers?

My current student demographic includes young adults who are the technology generation. They have grown up with it, lived, eaten and breathed it, from the day they were born. Their usage habits are ingrained into their personalities. Trying to teach them to use a computer effectively and efficiently, while maintaining a professional attitude, is difficult to say the least. I will give it some more thought, but I would really appreciate some feedback on how Negative Reinforcement might work to help change the learned habits into professional and appropriate usage of the computer.

How would you apply this in the language classroom... for example, to help students drop the bad habit of putting an 's' on the end of nouns (staffs versus staff)?

Any and all feedback welcomed :)
Cheers.

The foundations

I want to become a sower of seeds in the minds of humans.

The purpose of this blog is to let me write down, and expound upon, my thoughts regarding adult learning as a whole, and also teaching EAL (English as an Alternative Language) to adult learners.

I have been in the field of teaching adult learners for a number of years. I advocate the 4MAT style of instructional design, and practice a holistic teaching style of instruction, based upon social constructivism. That sounds like a bunch of jargon, which it probably is. What it means is that, I believe in allowing learners to learn using their own needs, beliefs and value systems as a foundation for understanding their world. Recognising how these value systems impact adult learners helps us (teachers) to adjust our view of the 'right' and 'wrong' way to teach.

As a learner, I love informal, self-directed learning. How about you? How do you like to learn?

When I find a course that makes me go "hmmmmmmm...", I grab hold of it and just go for it. Technology facilitates this type of learning beautifully in today's world.

Have you ever been sitting around the lunchroom at work... somebody says something or starts a conversation on a topic that just makes you want to know more? Then you whip out your BlackBerry, log on to Ask.com or Wikipedia, and start researching for yourself. There's nothing more satisfying to me than finding that answer, and smugly putting away the tools of today's learning, knowing that I have become smarter in the last 30 seconds than I was when I came to work! LOL