Find a partner

Write down 5 differences between the

way you think children learn and the
way you think adults learn

Be prepared for a swim in the gold fish

bowl!
Aim:
To overview learning theory and it’s
implications for inclusive practice
 Objectives:
 To define the main principles of andragogy
 To explain how the principles apply to your
inclusive practice
 To evaluate the principles of andragogy in
terms of inclusive practice.
 The main principles of Andragogy
(how adults learn)
Malcolm Knowles (1983)
 The need to know – Adults need to know why
they need to learn something before starting to
learn it.
 Self-concept - Adult self-concept
moves from teacher dependence
to self-direction in the learning
process. (learning continuum)
 Experience – Adults have a wealth of
experience on which to draw for their
learning – use it wisely!
 Readiness to learn – Adults are motivated
to learn those things they need to know for
real-life situations.

 Orientation to learning – Adults are

orientated to learn through problem
solving linked to real life situations.

 Motivation – Adults are motivated to learn

through intrinsic pressure and satisfaction.
 Charter for Andragogy (Mezirow
1981)
 ‘Andragogy must be defined as an
organised and sustained effort to assist
adults to learn in a way that enhances
their capability to function as self-directed
learners. We, as teachers of adults, need
to help the learning that will continue after
our students have left us.’
 What do you think we need to do to
achieve this?
Working as a small group produce a
‘charter’ – a set of principles upon
which to base your planning which
reflects the theory of andragogy.

Mezirow has 12 points on his!

 Charter for Andragogy (Mezirow –
1981)
 Decrease teacher  Distinguish between
dependency helping students and
 Help students use offering choices
resources  Encourage self-
 Help students define evaluation
needs  Foster a reflective
 Help students define approach
objectives  Facilitate problem posing
 Organise learning in and solving
relation to needs  Reinforce student
 Foster student decision concept
making  Emphasise experimental
methods
Diamond 9
 Now bring everything you
have learnt today back into
the gold fish bowl.