Andragogy is essentially the theory of how adults learn.  This theory was initially described by Malcolm Knowles and encompasses six main tenets about adult learners.  First, adult learners need a reason to undertake learning.  Adult learners need to relate the content of learning to a relevant problem before they are genuinely willing to engage in the learning process.  Second, adult learners are generally self-directed (or least have the capacity for being self-directed) in their learning.  Third, adult learners have life and work experience which influences the learning process.  Prior experiences can influence (positively or negatively) learning and the degree to which new learning occurs.  Fourth, adult learners tend to learn when they are ready or when they have a specific need to learn.  Fifth, adult learners typically need to see the applicability of what they are learning.  Finally, adult learners are generally motivated to learn internally.  Knowles concedes that the six tenets are not absolute and that there are occasionally exceptions.  However, the tenets generally apply to adult learners and form a foundation for understanding the learning process in adults; and this understanding can help an instructor better support adults participating in the learning process. 

So how can you put the six tenets of andragogy to work in your classroom as you prepare to engage adult learners?  Here are some thoughts for you to consider.

Tenet #1 – Adult learners need a reason to undertake learning.  Many adult learners engage in formal education when they have a particular reason to do so.  This means that the adults in your classroom are most likely there with a specific purpose in mind.  Look for opportunities to find out what the reasons are that bring adult learners to your class.  Use that information to craft instruction and assessment that relates to those reasons.  Making every effort to feasibly align what happens in the classroom to the learner’s reasons for being in class can help ensure that the learner stays engaged and motivated to learn.

Tenet #2 – Adult learners are self-directed.  Provide opportunities for adult learners to make choices in the learning process.  This might include giving the learners different materials to select from for understanding the concepts.  Push adult learners to go beyond the set materials in the course and to explore additional resources for furthering their understanding.  Provide opportunities for adult learners to make choices about how they will be assessed.  You might ask students to choose between taking an exam, writing a paper, giving a presentation, and so on.  The more opportunities that adult learners have to direct their learning, the more engaged they will be in the learning process. 

Tenet #3 – Adult learners have experiences that influence the learning process.  Recognize that adult learners come to the classroom with relatively extensive prior work and life experiences.  These experiences can be leveraged to help students better understand and relate to the content being presented in class.  Provide students with opportunities to build connections between their personal experiences and the content.  Discussions, for example, are great ways for adult learners to share their experiences in the context of learning new material.

Tenet #4 – Adult learners tend to learn when they have a need to learn.  Adult learners are likely in the classroom for a specific reason.  They might be seeking training to advance their skills in their current job.  They might be looking for learning opportunities that will allow them to get a raise or a promotion.  They might be wanting to make changes in their careers (either by choice or because of changes in life circumstances).  No matter what the driving reason is, adult learners are in the classroom with a purpose in mind.  Try to find out what that purpose is and look for ways to help adult learners connect their purpose with the content.  Build on their existing motivation and learning needs to help them stay engaged and focused on their learning goals.    

Tenet #5 – Adult learners need to see the applicability of what they are learning.  Look for ways to help students see the relevance of the content with regard to their individual learning needs.  Develop activities and assessments that allow learners to connect the material in the course with their personal work and life experiences.  Performance-based assessments (e.g., papers, presentations, projects, etc.) can be great vehicles for providing students with flexibility in crafting products that demonstrate their understanding of the content while also making connections between their individual experiences and the material. 

Tenet #6 – Adult learners are internally motivated to learn.  Look for ways to tap into an adult learner’s internal motivation to learn.  Build upon their energy and excitement in your class.  As you get to know the adult students in your classroom, encourage them to share their experiences and reasons for taking the class.  Although there may be some extrinsic motivators (e.g., grades, the opportunity for a promotion, financial compensation, etc.) that influence an adult learner, recognize that there are likely intrinsic motivators that are much stronger within the person.  Appealing to that intrinsic motivation can help to engage adult learners and help them find success in your class.