Andragogy 101
My college roommate, Claudia, and I graduated from a small, liberal arts school. We received an excellent education but really had no idea what careers we planned to pursue when we left. I enjoyed working with youth - and the theater geek in me thought the classroom could be a good stage - so I went into teaching. Claudia started working an entry-level position at the corporate offices of Polo Ralph Lauren in New York City.
During spring break in my third year of teaching, I visited Claudia. Stopping by her work on the way to dinner, I got a quick tour of the offices. I remember the squeaky clean bathrooms, the unstained carpets and the sounds of a working copy machine…but the thing I’ll never forget is the giant glass jars filled with M&Ms. I couldn’t imagine something like that lasting in my workplace until the end of a day (or hour). My world teaching fifth graders in a public school looked very different. Fulfilling, but not glamorous. Claudia quickly rose the ranks. She worked there for over 25 years.
What was it that she did at this company?
She was a teacher.
Yep. And a damn good one. But “teacher” wasn’t her actual corporate title. Over the years, she’s been the VP of Global Talent Management, VP of Learning and Development and Director of People Development and Learning Experience.
Claudia didn’t teach children - she taught adults.
The art and science of teaching children is called pedagogy.
The art and science of teaching adults is called andragogy.
At some point in almost everyone’s teaching career, they are likely to become a team leader, a committee chair, an instructional coach, an IB coordinator, a principal…or similar position leading adults. A job like this is set up to ensure that the school team - faculty and staff - has everything they need to do their jobs well.
After teaching Adult Learning and Development (EDPSY 380) at the University of Washington to young adults (many years after being a principal), I’ve come to learn a thing or two about the kinds of training needed to be good at teaching adults. Dr. Malcolm Knowles, a noted Andragogy researcher, was a fixture on my syllabus. He advocated designing adult learning around the following six adult learner needs and wants that are helpful to keep in mind:
1) adults need to know why they should learn something.
Students don’t often question the purpose of their learning. Going to school is just “what they do.” Adults, however, won’t go along so easily. Articulate very clearly the why behind the staff meeting or training. If it’s an activity to build collegial relationships (like many ice-breakers), you will need to state that and explain the research behind its efficacy.
2) adults need internal motivation.
Sure, we can motivate people to attend with clock hours and free pizza, but internal motivation requires something deeper - it requires actually feeling better at your job. Help teachers see the connection between their time learning and the direct benefit it provides them in their work.
3) adults want to know how learning will help them specifically.
Get beyond the theory and high-level concepts. Root ideas into the actual day-to-day practice of teachers. How will what they are learning help them do better in their specific context? What can they implement immediately? What are the stories you can share about potential pitfalls and opportunities that might present themselves?
4) adults want to draw upon their prior knowledge and experience.
Realize that all learners come with their own knowledge and experience…adults even more so. Invite them to confirm what they learn based on their own lived experiences. Expect contradictions as well. Be rigorous about understanding how ideas square with real experiences. Listen carefully and offer adults air time.
5) adults want to take charge of their learning journey and be self-directed.
Don’t treat adults like children (actually, in this sense, don’t treat children like children)! Offer flexibility. Give them voice and choice regarding when they learn (asynchronous classes, release time, their own PD budgets) and how they learn (videos, simulations, classroom observations, reflective writing prompts, retreats, etc).
6) adults find the most relevance from task-oriented learning that aligns with their own realities.
Try to incorporate what’s already on their plate into the learning. Make it super relevant. For example, if you are doing a training on effective assessment, invite teachers to use actual assessments from their classrooms as part of the training. If you are gathering people to share information, consider an email instead. If you want to really give your teachers an occasional boost, schedule a staff meeting (with food). After they get settled say: “For the next hour, please do whatever you need to do to feel better.” And mean it.
After reading this, how might you approach meetings and trainings differently? What are your pedagogical powers that can be applied to working with adults?
Take a look at this sample 90-minute agenda. How are Knowles’ six needs addressed here?
Adults, like children, need to have purpose, connection, practice, rigor, voice & choice, and relevance embedded in their learning. Approach your staff meetings and trainings with the same dedication you pour into your lesson plans. Use the inquiry five strategies and these six principles of adult learning to help you design agendas that will help your teachers truly, authentically value meeting time.
Then, fill your own M&M jar to the brim!