Adult Development Perspectives

1. Adult Development Perspectives Physical/Biological Aging: external and internal Psychological Changes: cognitive/personal Social and cultural factors: changes in adulthood determined by sociocultural context (eg.characteristics of higher social status - employed, live longer, stable; social class shapes choices and opportunities; social roles determine learning needs)

2. Biological aging External � noticeable (grey hairs, wringkles, changing body contour, gaining weight) Senses: see, hear, feel Nervous system: reaction time Intelligence : fluid & crystallized Memory : short & long term Disease related & fatigue

3. Psychological development Intellectual development (stable until 60s, on-going research) Cognitive development (concern thinking pattern, dialectic vs relativistic) Personal development (sequential patterns, life events, transitions)

4. Adult Development -- Phasic Changes that occur during relatively fixed periods of life/age-related periods central preoccupations and focal tasks that frame ind. perspective shift with age educational opportunities perceived in light of developmental task to attain stability further research: exploration of particular sub-groups, ed. roles in life structure

5. Adult Development -- Stage Focus on changes not correlated with age but biological development Physical/psychological/cognitive development implications: matching instruction and curriculum to the different type of learners implications: classroom process is jointly affected by the stage of teacher and learner

6. Adult Development  Implication to learning Developmental tasks Havighurst Teachable Moments Havighurst Margin in life (P/L) McClusky Life Transitions

7. Skills for growth/development The ability to: select learning activities plan learning activities execute learning activities evaluate learning activities The ability from both individual and social point of view (no self actualization without social acceptance and participation; i.e. experiencing self fulfillment through achie- ment individually, socially and culturally.

8. Personality characteristics for growth and development Self awareness interest in this world and hereafter interest in other people desire to achieve internalizing standards/criteria for making judgements

9. Learning & Theory Learning: process by which bahavioral cahnges take place through reacting with an encountered situation Theory: an effort to summarize a large amount of knowledge concerning the laws of learning; a way of analyzing, communi---cating and conducting research Use of Theory: guidance/improvement

10. Research on Adult Learning Learning Orientation Research (pattern of participation of learning) Houle�s classification of adult learners: goal oriented (to achieve clear cut objectives) activity oriented (participatrion vs learning) learning oriented (for learning sake) Rivera�s study more participation in sponsored programme 10% in independent study

11. Research on Adult Learning Learning Abilities and Styles Bosco�s study on ability through lifespan: Fluid intelligence (perceiving abstracts, engage in short term memory, forming concepts) -- declines from adolescence to adulthood Crystallized intelligence (reasoning, accumulation) -- increases from adolescence to adulthood Knox�s cognitive dimensions tolerence/intolerence; reflectiveness/impulsiveness; focussing/scanning; complexity/simplicity; etc

12. Research on Adult Learning Kidd -- 8 concepts of adult learning changing condition throughout lifespan roles changes resulting from work, family etc. Differentiation of organs and funtions through maturation self-directing nature of adults physical/cultural/emotional meaning of time attitudes surrounding old and accepting death

13. Research on Adult Learning Gagne�s cognitive learning explanation Learning and intellectual performance are modified by: physical condition personal and social adjustment relevance to the individual speed/personal outlook personality characteristics

14. Research on Adult Learning Knowles�s Andargogy as a theory of adult learning -- matured with 4 key assumptions: self concept moving from dependence toward self directed using experience as resource for learning readiness to learn becoming increasingly oriented to developmental task of social roles time perspective changing from delayed application to immediate application

15. AREAS OF RESEARCH ON ADULT LEARNING SELF-DIRECTED LEARNING CRITICAL REFLECTION EXPERIENTIAL LEARNING LEARNING TO LEARN DISTANCE LEARNING

16. Questions on self-directed learning What is involved when adults take control of their own learning? How do they set their learning goals? How they locate appropriate resources? How do they evaluate their learning? How deliberation and serendipity intersect? What about social and peer group supports? The influence of culture/SES on learning?

17. Questions on Critical Reflection How adults make sense or meaning from their experiences? What are the dynamic involved in modifying meanings? Why certain adults can be highly critical on issue related to ideologies but not on others? To what extent is critical reflection associated with personality characteristics?

18. Questions on Experiential Learning Is experiential learning a natural phenomena or shaped by culture? Is length of experiential learning connected to intensity of learning? Are there any difference in impact between adults and youngsters participating in experiential methods such as games, simulations, psychodrama, case-studies etc.

19. MODELS OF ADULT LEARNING COR Model -- (Patricia Cross) CAL Model -- (Patricia Cross) Proficiency Theory (Knox) The Theory of Margin (Howard McClusky)

20. Learning Theories - a framework for enhancing learning Behaviorist -- learning occurs as a result of outside factors Cognitive -- learners� psychological, physical and social fields are important consideration Humanist -- considers motivation, needs, interest as factors influencing learning HOW TO LEARN CAN BE LEARNED

21. Humanisthuman potential for growth Maslow - goal: self-actualization Rogers - learner centered learning Freire - empowerment

22. Thorndike law of effect, exercise, readiness Skinner reinforcement teacher centered learning Behavioristobservable behavior shaped by external forces

23. Cognitivistmental information processing Gestalt perception, insight, meaning Ausubel meaningful vs rote learning Piaget discovery learning

24. Social Learninglearn in social setting by observing others Bandura observational learning Rotter learning through social interaction Daloz mentoring

25. Assumption about Adult Learners They are diverse, bringing wealth of life experiences. Active learning connects content to learners� meaning structures: Diverse in ages, abilities, job experiences, cultural background, personal goals Range in education 0 � many years Personal experiences and learning resources

26. Assumption about Adult Learners They want to relate content to specific contexts in lives. Thus they are: Pragmatic learners They want to improve performance Expect class time to be well spent Hope that courses will solve problems

27. Assumption about Adult Learners They prefer to have some degree of control over their learning. They: Tend to be voluntary learners Believe the decision to go to school is an important one Believe education will be helpful

28. Assumption about Adult Learners Their sense of self has a significant influence on the meaning of the learning situation. They may: Feel embarrassed on returning to school Feel embarrassed joining classes with younsters Hold negative impressions of their abilities Hold negative impressions of school and teacher