Why Coaches Need to Understand Adult Learning Principles

Written by Katie Maciulewicz

Instructional coaches play a crucial role in the professional growth of teachers. To maximize that impact, it's essential that coaches have expertise in not just instructional strategies but also how adults learn. 

This is where andragogy, the principles of adult learning, comes into play.

As educators, we are familiar with pedagogy, which focuses on child learning, but not always with andragogy, which focuses on the unique characteristics of adult learners. Applying andragogical principles can create a more impactful and empowering coaching experience for teachers and more effectively create that sustainable change in teacher practice that we’re trying to build. 

So, what are these principles and how can coaches use them?

5 Key Principles of Andragogy

1. Adults are self-directed. Adult learners need to be involved in the planning and evaluation of their learning.
2. Adults bring life experiences and knowledge to learning experiences. Prior knowledge and experience can be a valuable resource for learning.
3. Adults’ readiness to learn is related to a need to know or do something. Adults are motivated to learn when they see the relevance and value of the learning.
4. Adults tend to be problem-centered rather than subject-centered in their learning. Adults prefer learning that is organized around problems or tasks. 
5. Adults are motivated more by intrinsic than extrinsic factors. While external rewards can play a role, adults are primarily motivated by internal factors such as a sense of accomplishment, personal satisfaction, and a desire to make a difference. 

Supporting Self-Directed Learning

• Collaboratively set goals with teachers: Instead of telling a teacher they need to improve their questioning techniques, ask the teacher to identify an area they want to focus on and then work together to set goals.
• Provide choices in learning activities and resources: If a teacher wants to learn more about classroom management, offer a variety of options such as observing other teachers, reading articles, watching videos, or attending a workshop.
• Encourage teachers to reflect on their practice and identify their own areas for growth: Use reflective questioning techniques such as, “What went well in the lesson?”, “What could have been done differently?”, and “What did you learn about your students?”

Building on Prior Learning

• Connect new learning to teachers’ existing knowledge and experiences: If a teacher is learning about a new instructional strategy, you could ask them to share how they have used similar strategies in the past and discuss how this new strategy builds upon their prior knowledge.
• Create opportunities for teachers to share their expertise and learn from each other: Facilitate peer coaching sessions where teachers observe each other's lessons and provide feedback or create professional learning communities where teachers can collaborate on a specific topic.
• Recognize and value the diverse backgrounds and perspectives of teachers: Be aware of and sensitive to the cultural backgrounds, experiences, and perspectives of the teachers they work with and adapt their coaching approach accordingly.

Clarify the “Why”

• Frame learning in the context of teachers’ real-world challenges and needs: If a teacher is struggling with student engagement, frame the learning around strategies to increase student engagement and explain how these strategies can help the teacher address this specific challenge.
• Help teachers see how new knowledge and skills will directly benefit their students and improve their teaching practice: When introducing a new assessment strategy, explain how it can provide more detailed information about student learning, which can then be used to adjust instruction and improve student outcomes.
• Focus on practical applications and solutions: Instead of focusing on the theory behind a particular instructional strategy, provide teachers with concrete examples and opportunities to practice implementing the strategy in their classrooms.

Problem-Based Learning

• Use a problem-solving approach to coaching: If a teacher is having difficulty with classroom management, work with them to identify the specific problems they are experiencing and then brainstorm and implement solutions.
• Focus on how new learning can help teachers address specific challenges in their classrooms: If a teacher wants to incorporate more technology into their lessons, help them identify specific ways that technology can be used to solve problems or enhance learning in their particular subject area.
• Engage teachers in active learning experiences that involve problem-solving, decision-making, and critical thinking: Use case studies or simulations to help teachers apply new knowledge and skills to realistic classroom scenarios.

Building Intrinsic Motivation

• Provide authentic feedback and recognition: Instead of just giving a teacher a generic compliment, provide specific feedback that highlights the teacher's strengths and the positive impact they are having on their students.
• Create a supportive and collaborative coaching environment: Foster a positive environment where teachers feel comfortable taking risks, sharing ideas, and seeking support from their colleagues.

• Help teachers connect their work to a larger purpose and their own professional goals: Help teachers reflect on how their teaching aligns with the school's mission and their own personal values and goals.

By understanding and applying the principles of andragogy, rather than relying on our background in pedagogy, instructional coaches can create more effective, engaging, and empowering learning experiences for teachers. This ultimately leads to improved and sustained change in teaching practices and enhanced student learning.