EDU 537 Understanding Adult Learning Theories APA

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Running head: EDU 537 Leadership and Instructional Coaching Shanise Stroder Grand Canyon University: EDU 537 Leadership and Instructional Coaching July 8, 2020 1

UNDERSTANDING ADULT LEARNING THEORIES The learning style of adult learners differs based on environment, personal experiences, and basic knowledge of wanting to learn. As adults we become our own advocate for what we learn and how we learn. According to Dunn, Thies, and Honigsteld. '' learning style is a biological and developmental set of personal characteristics that make the identical instruction effective for some students and ineffective for others. The Dunns define style as the way individuals begin to concentrate on. process, internalize and retain new and difficult academic information. This has a significance on how an adult learns due to their style. As an adult facilitator to adult learners it is important to understand the adults learning style, once that is established you become a facilitator of learning as well. Goddu (2012) mentions, “Using this format, the adult learner becomes an asset to the instructor. Contributing his or her life experiences can enhance the learning process for everyone in the class. An "eyewitness" account provides depth to both lecture and required secondary course materials”. When adults are able to control their own learning, success happens and allows their uniqueness to be a positive. Another strategy to help facilitate adult learning is by provide feedback. As a learner and within society all adults want feedback to know how they are doing which is why performance rubrics are used in a learning environment. As a coach or curriculum leader you set the standards for adult learners by finding the best strategies, professional developments, and common misconceptions. In education performance feedback is an essential component for teaching, training, and professional development. Performance feedback is commonly used in business in order to help employees become more productive in their positions, and to make the overall organization better. Performance feedback is a process in which an employee and manager exchange information regarding the performance, expected performance, and the performance that is 2

UNDERSTANDING ADULT LEARNING THEORIES currently being exhibited by the employee. The manager, or supervisor typically provides constructive feedback to praise the employee, or to help them correct their poor performance. Doing so will allow the employee to continue to improve in their roles or help them to make changes in their current practices for the betterment of the institution in which they are employed. There is great impact in providing performance feedback to educators. The purpose is typically to help the teacher become a better teacher for their students. Garret, Wayne, Brown, Rickles, Song, and Manzeske (2017) claim that performance feedback, and evaluation systems are great tools for helping to improve student achievement as educators become more equipped for their jobs after they receive performance feedback from trainers, coaches, and other education practitioners. Performance feedback helps to provide teachers with appropriate practices, strategies, and methods that they can use inside of the classroom. According to Scheeler, Ruhl, and McAfee (2004), in order to provide good feedback, it is important that there is emphasis placed on the nature of the feedback, the temporal dimensions of the feedback, and the person who is providing the feedback. Performance feedback cannot be basic, it must be elaborate, and the individual(s) providing the feedback must be trained as well. Although performance feedback seems to have many advantages, there are drawbacks to performance feedback which creates limitations for educational intuitions as they are weary of instituting quality performance feedback models into their facilities. Some of the primary issues are the costs, time, and biases from the person providing the feedback. Feedback-delivery systems do make a difference; however, it could be costly to train employers and employees. If the performance feedback is conducted by an internal member of the school, biases can be a 3

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UNDERSTANDING ADULT LEARNING THEORIES major issue, which can lead to ineffective feedback being provided. Also, some scholars such as Doan (2013) suggest that performance feedback is a waste of time as educators have different reactions to the feedback. Some teachers do not like the feedback and are content with their own practices. The self-directed andragogy idea is one that I feel many IC uses to help engage adult learners because the adult is using their personal experiences and applying to new learning just as students do when they transfer learning. This type of engagement practice gives the adult learner a chance shares their experience, receive feedback from others, and then reevaluate what they may do differently in the classroom. Self-directed is way to network with other adult learners and share similar learning experiences. An IC also can become a partner in the learning with other adults, “Knowles’ contention that adult learners work best as self-directed learners is predicated on the idea that adults have multiple roles to fill guide their own learning based on that. Based upon a review of current cognitive science findings, it becomes apparent that individuals become increasingly self-directed as they become better able to manage complex interactional processes and make cognitive choices and plans based upon those complex interactions.” (Hagen & Park, 2016) This interaction can come from an instructional coach as they act as a guide to the adult learner in ways that they can help develop what an ideal classroom consists of. As stated above having the IC give performance feedback directs conversations to be had amongst each other. When you can communicate effectively as an IC, guided and meaningful conversations are had where ideas are generated amongst each other and the adult learner feels a sense of ownership. The studies concluded that steady performance feedback, along with other variables can help teachers become more effective in their teaching practices. 4

UNDERSTANDING ADULT LEARNING THEORIES References Garret, M. S., Wayne, A. J., Brown, S., Rickles, J., Song, M., & Manzeske, D. (2017). The impact of providing performance feedback to teachers and principals. U.S. Department of Education. National Center for Education Evaluation and Regional Assistance: Institute of Education Sciences. Goddu, Kevin. “Meeting the Challenge: Teaching Strategies for Adult Learners.” Kappa Delta Pi Record , vol. 48, no. 4, 2012, pp. 169–173., doi:10.1080/00228958.2012.734004. Hagen, M., & Park, S. (2016). We knew it all along! Using cognitive science to explain how andragogy works. European Journal of Training and Development, 40 (3), 171-190. doi:10.1108/ejtd-10-2015-0081 Scheeler, M. C., Ruhl, K. L., & KcAfee, J. K. (2004). Providing performance feedback to teachers: A review. The Journal of the Teacher Education Division of the Council for Exceptional Children , 27(4). 5

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