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Test 1 CAE 213

CAE 213 Introduction to Adult Education

Due: February 17, 2017
TEST #1 with Rubric

1. Explain in your own words each of the six assumptions of the adult learner
as outlined on pages 43-47. In 3 of your explanations, provide a personal
illustration of the assumption from your own experience as a learner. (20 pts)

The first assumption being need to know, is in my opinion one of

the most evident in adult learning in the classroom. I also think that
it feeds strongly into the motivation and agency of the learner. Need
to know falls on the instructor to reveal to the students the
importance of what they are learning. It is a crucial step, because
adult learners especially, like to know why they are learning what
they are learning. It is important for the instructor to translate the
cause, meaning, to show the underlying significance instead of just
the task. So guiding learners in understanding the importance of
the material for their life and why it would be important to maintain
the knowledge and experience of learning. I find myself, the longer I
am in school and the more I have made education my own this idea
of need to know has grown exponentially in my learning approach. I
previously tended to be more complacent in my learning and did
school and exams to please others rather than my own benefit. As
that has shifted, I have noticed myself wanting to know more and
more what the importance of my material is and how it will directly
affect my future, and how I can practically apply it to my current
situation as well as the future.
The second assumption is the learners self-concept. Adults often
have a strong sense of self-directing, learning on their own,
problem solving etc. However, there seems to also be a deep
rooted dependency when entering a class for whatever purpose
(higher education, ESL, training) where the learner remembers their
previous dependency in other education settings and associates
that with learning rather than the education level and instruction
style they are bringing to the forefront. An instructor should strive to
increase the learners self-directed learning as that will result in
more confidence and comfortability in the subject matter later on in
life.
The third assumption is the role of the learners experiences. This is
very crucial as well to the adult learners approach to the material.
This can either be the biggest asset to a classroom or the biggest
roadblock. An adult learner can rely on past experience to help
them understand concepts and to add to discussion. It could also
be a source of motivation for the learner which could also kick start
motivation in another learner in the class. The roadblock it could
bring is if the adult has a negative prior experience and they cannot
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turn it into a learning moment, but rather it paralyzes the learning

process. This can be especially difficult to hurtle if there is negative
stigma around learning itself (classroom, school, negative self-
esteem memories, etc.) Utilizing this assumption well can be a
huge addition to your classroom and add richly to the learners
experience. This was a very real assumption for my life as an adult
learner (in college, higher education). I had a very comparative
spirit to my older sisters who excelled in school and I felt that I
could not compete so I identified strongly as an athlete rather than
a student, going through education often times as a necessity
(started to change in high school). After deciding to attend four-year
college, my mindset was shifted with the help of many professors in
their teaching style. To finally find what made sense to me and what
I enjoyed and could see a future in created a motivation to use my
past experiences as learning tools and places to improve rather
than a block of insecurity in my learning process.
The fourth assumption is the readiness to learn concept. This
basically is the idea of not to push your students but to maintain a
classroom of relevance. To not push for step 3 when step 1 is still
not mastered. There are ways to encourage motivation to get to
step 3, but it is dependent on timing and prior learning that is
developed.
The final assumption is motivation which I have mentioned
throughout the other assumption as I find it to be a keystone. There
are both intrinsic and extrinsic motivators. Extrinsic is easy to focus
on and often times receives immediate results, however, intrinsic
motivation is far more valuable and will create a much more
independent and confident learner. When my motivation changed
from extrinsic to intrinsic my education and desire to learn grew
immensely. Now I can be motivated by people and for a cause
rather than for people and to please those around me.

# Characteristics Explanation [2pts] 3 Illustration [2 pts]

1 Need to Know
2 Learners self-concept
3 Role of learners experiences
4 Readiness to learn
5 Orientation to learning
6 Motivation
Quality of writing [+ 2 pts]
Total

2. Explain the meaning of theory, education, and learning? What is the

difference between education and learning? Which teaching theory makes the
most sense to you? What learning theory makes the most sense to you? (20 pts)
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Theory is how you decide to teach/instruct the way you do. The why and
the explanation or the reasoning behind the way an instructor maintains a
classroom, or teaches in general. Learning is the broader term. Learning
can have many different avenues in which it is display and played out and
education is one of those realms. The learning theory that made the most
sense to me was the field theory. I think there are truths to that theory and
it touches on the ways our mind and heart interact, touches on intrinsic
and extrinsic motivation and the importance and effect of other people in
learning. The teaching theory that made the most sense to me was
modeling. In past experience with teaching children or even how I was
trained to be a Christian and to serve others is through modeling. I can
foresee myself teaching with that theory in mind. I also think it is a very
good way to set the tone of your class and to quickly create a safe place
for learners to learn.

# Questions
1 Explain the meaning of theory, education, and learning? ____/4 pts
2 What is the difference between education and learning? ____/4 pts
3 Which teaching theory makes the most sense to you? ____/4 pts
4 What learning theory makes the most sense to you? ____/4 pts
Quality of writing [+ 4 pts] ____/4 pts
Total

3. What is the difference between being a proposer / propounder and an

interpreter of learning theory? Name a proposer / propounder that you read about
and describe what he or she proposed. Why is the task of an interpreter a difficult
task? How do you see yourself (As a proposer / propounder, an interpreter, or
something else)? (20 pts)

A proposer is someone who in a sense comes up with the theories

where an interpreter is someone who explains and interprets the
theories. These differences are not always distinct and absolute.
Thorndike was a proposer who is considered the first person to
really start investigating what learning is. He discussed the
correspondence between humans and animals and how learning
comes with stimulation. The task of interpreter is difficult because
many of the proposers are no longer present to discuss their
theories. Technology and culture has also drastically effected the
learning process, as well as immigration and the changing of world
powers. These are all huge alterations to the effects of learning, but
interpreters are having to use theories and concepts before those
major changes and still apply them to today.

# Questions
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Test 1 CAE 213

1 What is the difference between being a proposer / propounder ____/4 pts

and an interpreter of learning theory?
2 Name a proposer / propounder that you read about and ____/4 pts
describe what he or she proposed.
3 Why is the task of an interpreter a difficult task? ____/4 pts
4 How do you see yourself (As a proposer / propounder, an ____/4 pts
interpreter, or something else)?
Quality of writing [+ 4 pts] ____/4 pts
Total

4. Select a class that you have taken or are currently taking at TFC. Using the
process elements of andragogy (p. 52 in TAL) write HOW you would carry out
each of the 8 elements of the Andragogical Approach as if you were the professor.
Be sure to identify the name of the course. (20 pts)

If I was the professor of Sociolinguistics I would use the

andragogical approach as much as possible. To prepare my
learners I would begin with getting the students into a mindset of
language learning. To begin thinking of the people group they are
studying, or a people group they eventually want to minister to, to
get the start of the class starting to think of the material, but allow
conversation because thats how my students become creative and
bounce ideas off of each other. It is crucial, in any language class
especially, to have a safe and inviting environment. I would begin
the course with bringing in people who have learned a language to
tell successes but also failures in learning the language and how to
overcome those obstacles. I would do that not only to allow
mistakes but also to bring a level or normalcy to the material as well
as encourage students to strive to that level of competency. I would
create a classroom that was open to conversation and small groups
rather than a lecture dominated class, lots of practice in the
classroom, instead of mostly outside the classroom practice.
Planning I seem to think becomes the most difficult to maintain an
andragogical approach to. Because it is a course that needs to be
completed there are certain materials that need to be cover so I
would maintain most of the planning decisions but would
incorporate learner decision planning with the practicing of the
language. I think in a Sociolinguistics course diagnosing the needs
particularly is important to have a mutual and class assessment to
best know how to teach. With the setting of objectives, I would have
a both/and type of classroom. Most times, similar to the planning I
would set objectives, but every two or so weeks, allow the students
to have pre-written objectives. Similarly, the class is mostly
centered around a real life problem (how to learn a language) and
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building blocks rather than units and segmentation. With my more

group centered approach there would be much more
experimentation in learning and technique. Finally, I would evaluate
similarly to the class with a final assessment but in a less formal
manner.

# Questions
1 What is the name of the class? ____/1 pts
2 How is each of the 8 elements applied to the Andragogical 16 pts
Approach?
Preparing Learners ____/ 2 pts
Climate ____/ 2 pts
Planning ____/ 2 pts
Diagnosis of Needs ____/ 2 pts
Setting of Objectives ____/ 2 pts
Designing Learning Plans ____/ 2 pts
Learning Activities ____/ 2 pts
Evaluation ____/ 2 pts
3 Quality of writing [+ 3 pts] ____/ 3 pts
Total

5. Provide a one page summary overview of what you have learned in the
first half of this course. (20 pts)

This course has already taught me a lot of great concepts and way

to start thinking and planning for teaching adult learners. One of the

big things I have learned is the idea of process theory instead of

focusing on content theory. In adult education it is crucial that you

start with your learners and know their learning styles and how best

to present information and empower the learners to be self-directed

learners before focusing the class on the content. Adult learning is

so important to know the six assumptions of adult learning and

really honing in on how to give your students respect and

encouraging motivation in both intrinsic and extrinsic ways. Another

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big concept I have learned is about an adult learners need to know.

Just now Ive learned the beginnings of lesson planning in the

sense of classroom setting and what approach I will take.