Adult Learning Theory – Skills for Success Practitioner Tools & Resources

Andragogy

Andragogy is the theory that adults learn differently than children. Adults need instruction that is tailored to their more self-directed, motivated, practical and goal-oriented nature.

The Andragogy Approach: Knowles’ Adult Learning Theory Principles. https://research.com/education/the-andragogy-approach
Knowles, M. S. (1968). Andragogy, not pedagogy. Adult Leadership, 16(10), 350-352, 386.
Caruth, G. D. (2014). Meeting the needs of older students in higher education. Participatory Educational Research, 1 (2), 21-35. https://files.eric.ed.gov/fulltext/ED552755.pdf
Cochran, C., & Brown, S. (2016). Andragogy and the Adult Learner. Repository.cityu.edu; CreateSpace. http://hdl.handle.net/20.500.11803/594
Khaldi, M., & Erradi, M. (2020). Between Pedagogy and Andragogy: Definitions and Concepts. In M. Tadlaoui, & M. Khaldi (Ed.), Personalization and Collaboration in Adaptive E-Learning (pp. 55-93). IGI Global. https://doi.org/10.4018/978-1-7998-1492-4.ch003 (login required)

Authentic documents

Adult Learning Theory, Skills for Success Best PracticesSFS-2.2, SFS-3.1, SFS-3.2, SFS-3.3

Authentic documents are real-world documents that exist outside of the training room. They are workplace materials that workers use on the job and practitioners incorporate in training to contextualize learning and engage participants.

Degener, S., & Purcell-gates, V. (n.d.). Creating authentic materials and activities for the adult literacy Classroom: A Handbook for Practitioners. https://www.researchgate.net/publication/234717345_Creating_Authentic_Materials_and_Activities_for_the_Adult_Literacy_Classroom_A_Handbook_for_Practitioners
Sample Activities Using Authentic Workplace Materials. (2010). Laubach Literacy Ontario. https://www.laubach-on.ca/sites/default/files/Activities%20Booklet%20English.pdf

Behaviour Management

Adult Learning Theory, Social-Emotional LearningDEL-1.2

Behaviour Management refers to using a set of educational practices and strategies to effectively manage classroom behaviour so that it promotes a positive learning environment.

Managing disruptive student behavior in Adult Basic Education. overview. Eric Digest. ERIC Digest. (n.d.). https://www.ericdigests.org/pre-924/basic.htm
Effective Classroom Management Strategies to Deal with Adult Learners During Online Sessions. TESOL International. https://www.tesol.org/connect/tesol-resource-center/search-details/teaching-tips/2021/08/31/effective-classroom-management-strategies-to-deal-with-esl-adult-learners-during-online-sessions-

Bloom’s Taxonomy

Adult Learning TheoryASS-1.1, DEL-2.3, DEL-3.2, DES-2.3, SFS-3.6

Bloom’s Taxonomy is a hierarchical framework that encourages participants to work their way up towards more complex thinking and cognitive tasks.

Bloom’s taxonomy. Centre for Teaching Excellence. (2021, November 10). https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/planning-courses-and-assignments/blooms-taxonomy
Using Bloom’s taxonomy: Teaching adults to learn effectively. Gina Abudi. (n.d.). https://www.ginaabudi.com/using-blooms-taxonomy-teaching-adults-to-learn-effectively/

Cognitive Psychology

Active Learning Strategies, Adult Learning Theory, Skills for Success Best PracticesSFS-1.1

Cognitive psychology focuses on the science of how people think. This branch of psychology explores a wide variety of mental processes, including attention, language use, memory, perception, problem solving, creativity and reasoning. Cognitive psychology can help identify effective instructional strategies, such as interleaving and spacing.

The Learning to Learn Series. University of Arizona. https://academicaffairs.arizona.edu/l2l#l2l
The Learning Scientists. https://www.learningscientists.org/
Make It Stick: The Science of Learning. Book. https://makeitstick.net/

Complexity

Adult Learning Theory, Assessment, Skills for Success Best Practices, Skills for Success FrameworkASS-1.1, DES-1.3, SFS-2.4

Complexity is a task’s level of difficulty. Skills for Success are necessary for every job, but the skills are used at different levels of complexity depending on the demands of the job.

Lew, Julia & Hardt, Michael D. (2011). Controlling Complexity: An Introduction to Question Structure. SkillPlan B.C. Construction Industry Skills Improvement Council. https://www.skillplan.ca/controlling-complexity/
Human Resources and Skills Development Canada (2010). Readers’ Guide to Essential Skills Profiles. http://en.copian.ca/library/learning/hrsdc/guide/guide.pdf
Essential Skills Profiles: https://www.jobbank.gc.ca/essentialskills
Skill Components and Proficiency Levels: https://www.canada.ca/en/services/jobs/training/initiatives/skills-success/learning-steps.html

Constructivist Learning Theory

Adult Learning Theory, ResearchSFS-2.9

Constructivist Learning Theory is based on the idea that participants build on their existing foundation to learn new information. The participants create their own meaning and knowledge based on their experiences.

University at Buffalo. Constructivism. https://www.buffalo.edu/catt/develop/theory/constructivism.html#:~:text=constructivist%20classroom%20activities-,What%20is%20constructivism%3F,%2Dexisting%20knowledge%20(schemas)
Afify, M. (2018). E-learning content design standards based on interactive digital concepts maps in light of meaningful learning theory and constructivist learning theory. Journal of Technology and Science Education, 8(1), 5-16. https://doi.org/10.3926/jotse.267

Differentiate

Active Learning Strategies, Adult Learning Theory, Skills for Success Best PracticesDEL-3.2, DEL-3.3, SFS-2.5, SFS-3.9

Differentiated Instruction (DI) is the planning and delivery of instruction that considers the varied levels of readiness, learning needs and interests of each training participant. Practitioners might employ different methods with different participants, depending on their readiness and needs, and provide options for demonstrating their understanding and mastery of the material.

Knowing and Responding to Learners – A Differentiated Instruction Educator’s Guide (2016). (n.d.). http://edugains.ca/resourcesDI/EducatorsPackages/DIEducatorsPackage_2016/DI_EducatorsGuide_AODA.pdf
Huisman, J. (1998). Differentiation and diversity in higher education systems. HIGHER EDUCATION-NEW YORK-AGATHON PRESS INCORPORATED-, 13, 75-110.
TEAL Center Fact Sheet No. 5: Differentiated Instruction. LINCS. https://lincs.ed.gov/state-resources/federal-initiatives/teal/guide/diffinstruct

Emerging Trends in Adult Education

Adult Learning TheorySFS-1.1

Emerging trends in adult education discusses the research and discovery in adult learning. These include mobile training, microlearning and video training, self-led learning and game-based learning.

Fenwick, T. (2008). Workplace learning: Emerging trends and new perspectives. New directions for adult and continuing education, 2008(119), 17-26. (login required).
Abraukhova, V., & Zimovetc, A. (2021). Trends in adult complementary education in the modern digital space. E3S Web of Conferences, 273, 12001. https://doi.org/10.1051/e3sconf/202127312001
Social Research and Demonstration Corporation. (2020). Characteristics of adults who return to education: Understanding barriers to adult learning. https://www.srdc.org/media/553114/srdc-adult-learners-lisa-report.pdf

Flexible Delivery Strategies

Adult Learning Theory, ResearchDEL-1.3

Flexible Delivery Strategies are various teaching strategies designed to allow for flexibility of time, place, audience and technology in an educational setting.

Alex, J. L., Miller, E. A., Platt, R. E., Rachal, J. R., & Gammill, D. M. (2007). Making the Invisible Visible: A Model for Delivery Systems in Adult Education. Journal Of Adult Education, 36(2), 13-22.
Cornelius, S., Gordon, C., & Ackland, A. (2011). Towards flexible learning for adult learners in professional contexts: an activity-focused course design. Interactive Learning Environments, 19(4), 381-393. https://doi.org/10.1080/10494820903298258 (login required)
LeNoue, M., Hall, T., & Eighmy, M. A. (2011). Adult Education and the Social Media Revolution. Adult Learning, 22(2), 4-12. https://doi.org/10.1177/104515951102200201 (login required)