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From Theory to Practice
From Theory to Practice
Having been a corporate trainer before entering into the realm of education, I see many similarities between adult learning and the learning that takes place in my classroom. Does my previous experience influence how I teach? Probably, but for good reason. As someone deeply entrenched in the world of Career & Technical Education (CTE), I've exploited my prior knowledge on how best to teach workplace skills, integrate real-world learning, and foster student-directed learning. Upon diving into adult learning theories, particularly those of Malcolm Knowles and Raymond Wlodkowski, I've found striking similarities and useful insights that can be applied directly to my classroom. Let's explore these connections and how they can enhance teaching practices.
Malcolm Knowles' theory of andragogy, or adult learning, offers several key principles that resonate with the goals of CTE. For instance, Knowles suggests that adults thrive on self-directed learning. In CTE, this translates well into student-directed learning projects where students take ownership of their tasks and learn to navigate real-world problems independently. Additionally, Knowles emphasizes leveraging learners' existing experiences. Similarly, in CTE, I often build on students' prior knowledge and practical experiences, making learning more relevant and impactful.
Knowles also highlights that adults become ready to learn when they see the relevance to their roles. In CTE, aligning coursework with workplace skills ensures that students see the immediate applicability of what they're learning, thereby increasing engagement. Moreover, Knowles points out the importance of problem-centered learning, directly mirrored in CTE's use of Project-Based Learning (PBL), where students tackle real-world challenges as part of their curriculum. He also notes that adults are motivated by internal factors. In my classrooms, I can tap into students' personal and career aspirations to drive their learning. Finally, Knowles underscores the necessity for adults to understand the purpose behind their learning. In CTE, clearly explaining how each skill or lesson applies to the workplace helps students stay motivated.
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Raymond Wlodkowski's work on enhancing adult motivation also finds a home in CTE. His strategies for creating a motivating learning environment align closely with effective CTE practices. For example, just as Wlodkowski suggests, fostering an inclusive and supportive classroom is key. In CTE, this means building a community where students feel valued and respected. Wlodkowski's emphasis on relevance is echoed in CTE's focus on real-world applications. Every lesson is tied to a practical skill or workplace scenario, making learning meaningful.
Celebrating small successes and providing constructive feedback, as Wlodkowski recommends, helps build student confidence in CTE programs. Interactive and hands-on activities, a staple in CTE, align perfectly with Wlodkowski's strategies for engagement. Giving students choices in their learning paths and projects fosters a sense of ownership and responsibility (Merriam & Bierema, 2013). Additionally, immediate, actionable feedback helps students understand their progress and areas for improvement, reinforcing Wlodkowski's principles.
While there are many parallels, it's important to acknowledge the differences between adult learning and traditional classroom learning. Adults often have more control over their learning paths compared to younger students who may need more guidance and structure. Adults bring a wealth of life and work experiences to their learning, which can be a rich resource. Younger students may need more foundational knowledge and context. Internal motivation plays a larger role in adult learning, whereas younger students might be more influenced by external motivators like grades or parental expectations.
Understanding and integrating the principles of adult learning theories from Knowles and Wlodkowski can significantly enhance the effectiveness of CTE programs. By comparing these theories to our classroom experiences, we can find new ways to engage and inspire our students, making learning both effective and enjoyable. Focusing on relevance, fostering a supportive environment, and encouraging autonomy, students can be better prepared for the real-world.
References
Knowles, M. S., Holton III, E. F., & Swanson, R. A. (2011). The Adult Learner: The Definitive Classic in Adult Education and Human Resource Development. Burlington, MA: Elsevier
Merriam, S. B., & Bierema, L. L. (2013). Adult learning: Linking theory and practice. ProQuest Ebook Central.
Netter, L. (2015, December 13). Andragogy [Video]. YouTube. https://www.youtube.com/watch?v=2hbZM1kq6rQ
Wlodkowski, R. J. (2008). Enhancing Adult Motivation to Learn: A Comprehensive Guide for Teaching All Adults. San Francisco, CA: Jossey-Bass.
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