"Do adults learn differently than children do?"
Traditionally, educators study pedagogy, the art or science of teaching children. So much time and attention is focused on how we reach and teach our youth, and how then how efforts reflect on their ability to take a standardized assessment.
But...adult brains are different than child brains. Adult social skills and motivations are different, and their ability to focus and control their inner urges may also be much more matured with age. Malcolm Knowles proposed a new way of viewing adult learning, apart from how children learn, deemed andragogy. Knowles was able to make assumptions on how and why adults learn, and these assumptions have been critiqued by different people through the years.
Listed below are some of the critiques of andragogy:
--andragogy assumes all adult learners look and learn the same (pg. 88)
--other ways of learning are ignored, thus voices are silenced (pg. 88)
--the relationship between self and society is ignored and andragogy does not take into account structural systems of privilege and oppression based on race, gender, and class (pg. 88)
I ask you...are the above critiques not also applicable to pedagogy? Do our school systems and those who make educational decisions not assume all children will benefit from the same form of instruction, or that a child's home life should not be considered in determining their educational success?
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: A comprehensive guide. 3rd ed. CA: Jossey-Bass
I would agree that andragogy and pedagogy are similar in many ways and different in some ways. It seems as if motivation may be a difference. Adults may be motivated by life circumstances while children may not know why they are learning or question their learning. I believe that they have more in common as it is my opinion that children need to be able to co-create their learning environment as much as they are capable. I am a big fan of Montessori for this reason. Montessori allows for a child to be their own motivator in learning while the teacher is more of a facilitator.
ReplyDeleteIt is also important to me that we be careful when we try to label and categorize everyone onto a box. This allows for some study of certain populations to occur but we all know that we are individuals motivated by so many different things. Learning occurs in almost every moment, even in sleep! In keeping with the chapter, there are several reputable studies on the difference between adult and child learners. I choose a good now with some excellent references. It is, "Age Buzz" by Debra Sellers."
http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=8&ved=0CG4QFjAH&url=http%3A%2F%2Fwww.aging.ksu.edu%2FDesktopModules%2FViewDocument.aspx%3FDocumentID%3D1789&ei=n7j7Ut7nH-by0gHa7YHwBQ&usg=AFQjCNF7FmX6axQV__Y4xZyofYsey_e9KA&sig2=EsAw7aEvGGx_N9r1-bpMlw&bvm=bv.61190604,d.dmQ
ReplyDeleteAge Buzz...the difference between Adult and Child Learners
I would agree that the critiques are similar in pedagogy. Experienced K-12 teachers would likely be the first ones to agree that children learn differently, and that the "cookie cutter" approach is just not effective for many children. Some children are very self-directed, while others need explicit direction and frequent reinforcement of progress. Many children come to our school systems underprepared. The reasons for this unpreparedness range across the spectrum and are as varied as the children themselves. Some of the preparation methods used for assessment testing stifle the learning styles of some children -- perhaps more so contemplative and artistically talented children. Statistics also clearly show poorer academic results from children raised in poverty, in large urban inner cities, and those raised in the foster care system (this is a very generalized statement, I understand -- there are certainly many, many exceptions).
ReplyDeleteI would further pose the question -- is increased funding of our school systems the answer to solving these issues?
I agree with your assessment these critiques are applicable to pedagogy. I see this on a daily basis with my son in his elementary school. I think his school has tried to allow children to learn at a pace that meets their needs. In his classroom they have guided reading groups where they break up into smaller groups based on their reading levels and read different books. They also have math tutors who come into the classroom who work with students who are more advanced or who are falling behind. In my son's case, he leaves the classroom weekly to attend AIG (Academically and/or Intelligently Gifted) classes for math and reading. In this class, he learns higher level math and reading comprehension. This program has been very beneficial for him to allow him to excel and not sit in the classroom and get bored. There are also programs in the school that assist the students who are not as advanced. The school utilizes volunteers who graciously volunteer their time to assist students in the learning process.
ReplyDeleteIn reference to your question on funding, I think it's POSSIBLE. I would like to see healthier meal options offered at school. It seems current administration is concerned with calorie content, and not necessarily QUALITY of food. We know that what child eat affects their ability to learn. Funding could play into this. I think funding would also allow for more (reliable!) technology, additional staff, the ability to purchase specific programs for instruction, classroom materials, etc. Funding is part, but I think the majority of learning stems from what children get at home. That's the real answer I believe!
ReplyDelete