Hi Geo --
Malcolm Knowles, in his early work on andragogy (study of adult learning), 
made the claim that adults are "self-directed" learners (a term introduced 
by Alan Tough in the early 1970's). Since then andragogy has received much 
criticism, particularly in the area of "readiness to learn."  Can we 
assume that adults are self-directed learners? And even if they have their 
own purposes for learning, do they have the confidence to move in this 
direction? Given that our literacy learners probably represent learners 
with a range from little to great self-direction, and from little to great 
confidence, 
Gerald Grow developed a useful framework for thinking about the various 
roles we can take to match an appropriate teaching style to the 
readiness-to-learn of our students. You can access Grow's framework at 
http://www.longleaf.net/ggrow
Implied in your question is the desire to 'move' our students towards 
embracing a self-directed love of learning, and I commend you for that. 
Hope this is helpful.
Bill
 
 





"Geo LeGeros" <glegeros at alltel.net> 
Sent by: focusonbasics-bounces at nifl.gov
03/03/2007 12:56 AM
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Subject
[FocusOnBasics 740] Re: creating a thirst for knowledge






Sorry I'm a bit late to get in on the discussion but there was one point 
that I wanted to respond to that I hope will elicit more discussion. 
Katrina 
Hinson stated, "I think [our] students need to not focus so much on 
passing 
a "standard" tests but on truly learning the information. The problem 
often 
comes from outside though - they're being pushed to "pass the test" by 
various agencies or life needs." Yes, we would all hope they truly learn 
the 
information, because it's the knowledge that provides the foundation for 
post secondary education. But most of our students don't even have any 
interest in even reading unless there is some explicit reward - passing 
the 
GED test and getting their diploma. Unfortunately, utilizing knowledge in 
life isn't about passing pencil and paper tests.

I teach in a GED program in a prison for incarcerated adults. Many of the 
students seem to lack that natural curiosity and love for learning but 
seem 
doggedly committed to passing the GED test and getting their diploma. They 

have so little genuine interest in knowledge and spend no time learning 
outside of class but prefer spending their time watching drama and 
action-type serials on television.

Can anyone throw a little wisdom born of experience on this: What 
innovative 
instructional approaches might light that fire which will motivate, 
inspire, 
and engage our students to invest themselves in learning and encourage 
them 
to discover, for instance, the joy of reading.

----- Original Message ----- 
From: "Julie McKinney" <julie_mcKinney at worlded.org>
To: <focusonbasics at nifl.gov>
Sent: Friday, March 02, 2007 10:06 PM
Subject: [FocusOnBasics 739] Thanks for a lively discussion!



> Hi Everyone,

>

> Thank you all for sharing your information, questions, and insights 

about 

> the transition from GED to postsecondary education. It seems like a 

topic 

> that we should continue to discuss, and I hope that you all will. Thanks 



> especially to Barb, Cynthia and Sandy for being our guests this week!

>

> Although the discussion formally ends today, I hope we can all continue 

to 

> discuss questions and successes in this area and share resources. In the 



> next 2 weeks I will get the discussion and a list of the resources 

posted 

> on the NIFL website and also on the Transitions page of the ALE Wiki.

>

> Have a great weekend!

>

> All the best,

> Julie

>

> Julie McKinney

> Discussion List Moderator

> World Education/NCSALL

> jmckinney at worlded.org

>

> ----------------------------------------------------

> National Institute for Literacy

> Focus on Basics mailing list

> FocusOnBasics at nifl.gov

> To unsubscribe or change your subscription settings, please go to 

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> Message sent to glegeros at alltel.net.

> 



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