Andragogy for Adult Learning Design in Education and Training

Adult Learning in Context for English Teaching and Digital or e-Marketing for Small Business

How to teach English as a Foreign Language in the UK, teacher trainers designed a good quality program with right mix of theoretical input, teaching, learning and assessment activities, discussion, observations of practice, lesson plan design and observed practice lessons with immediate feedback.

The issues were then going onto work in the English teaching sector in Turkey for over a year, but missed the essential post course development from qualified native speaking DELTA director of studies e.g. expert  and/or peer observations.

Andragogy for Adult Education and Training

1. Adult Learning Theory:

Andragogy includes need for knowledge, motivation, willingness, experience, self-direction and task based learning.  Transformational Learning is exemplified by identification of an issue, personally relevant and application of critical thinking or reflection. Experiential learning, via Kolb, revolves round concrete experience, reflective observation, abstract conceptualization and active experimentation (Gutierrez, 2016 & Pappas, 2013).

CELTA trainee teachers are motivated, must be self-managing after training when they may not have expert support.  Teaching adults, one can use their input to guide lessons for local needs and ‘personalise’.  Kolb’s experiential learning theory is most relevant in English language learners taking on new language structures or functions in the classroom through presentation, practice and production or fluency, then applying outside the class room.

2. Principles of Andragogy:

In the (Australian) international education sector marketing, need for ‘Introduction to Digital or e-Marketing'; few if any related personnel are motivated to learn.  Many international education marketing managers dismiss digital marketing as ‘technical’ for web team, in favour of ‘approved’ travel to international student events.

The solution is to find a senior institution leader who can support the same CPD in digital marketing with marketing managers i.e. motivated marketing managers being involved in planning and evaluation, informed by experience, relevant and problem centred, which can then be applied in the field (Ibid.).

Reference List:

Gutierrez, K. (2016) Adult Learning Theories Every Instructional Designer Must Know. Available at: https://www.shiftelearning.com/blog/adult-learning-theories-instructional-design (Accessed on: 20 November 2017).

Pappas, C. (2013) Instructional Design: The Adult Learning Theory - Andragogy of Malcolm Knowles. Available at: https://elearningindustry.com/the-adult-learning-theory-andragogy-of-malcolm-knowles (Accessed on: 20 November 2017).

Behaviourism in English Language Teaching - Learning Theory – CELTA - PPP

Learning Theory – Behaviourism – English Language Teaching - CELTA

In language learning, and one’s own experience via RSA Cambridge Teach English as a Foreign Language (TEFL) now Cambridge English Teaching to Adults CELTA, is a communicative approach, based mostly on behaviourism, very much stimulus and response.

Behaviourism in CELTA English Teaching

(Image copyright Pexels)

 English Teaching Model

There should be a clear process whether grammar/language structure, new vocabulary, function etc. hence the cyclical PPPP model, Preview, Present, Practice and Produce.

An example could be functional language of ‘shopping’ e.g. convenience store:

• Preview via image of shopping, elicit vocabulary, grammar and dialogue (including shopping list) from learners. 
• Present via audio or AV recording, reinforce key structures or phrases, correct pronunciation etc. via concept check questions of random learners. If concept not understood start again. 
• Practice or drill dialogue, e.g. model between instructor and learners, then learners practice dialogue in pairs (with monitoring).  If not correct do again.
• Production via role play where random students act out situation several times with different partners without assistance, monitored and followed by correction if needed (eliciting correct answer from leaners).
• Review, if unable to ‘produce’ well, go back and do again.

1. First stimulus comes from the instructor and atmosphere they create for learners to learn in a positive and interactive environment. 
2. Second, stimulus for Preview and Presentation above learners to understand and become interested and motivated in providing a response. 
3. Thirdly when learners do activity with each other and not instructed centred they use stimuli of questions or requests and the other with respond; vice versa.

At each phase there should be an observable outcome, especially at the end when all should ‘produce’ the structure well, in this case higher degree of fluency and confidence.

Behaviourism like above is good because it’s active learning, practical, reinforcing, controllable and clear in outcomes.

The negative could be when wanting higher level outcomes e.g. not skills of regurgitation or rote learning but analysis, reflection etc.; learners can be assessed further in written evaluation of their learning through reflection etc.

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