Effective practice 1

Running head: THEORIES OF EFFECTIVE PRACTICE

Theories of Effective Practice

Kimberly Lepisto-Wood

Walden University

In partial fulfillment of the requirements for (EDUC 8104-7)

Instructor: Paul Pitre

January 16, 2011

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ABSTRACT

In this paper, the reader will see the comparison and contrast of two theorists on their theories of

effective learning practices. Knowles and Brookfield have each separately proposed varied

theories in an attempt to form an effective learning process for adults. Their principles are

different, but they also bear some similarities. Borrowing from their concepts of effective

learning, this paper will explain and describe some of their theories and make comparisons and

differences.
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Theories of Effective Practice

Different theorists attempt to expound on the principles of effective learning processes,

especially regarding adult learning. In particular, Knowles and Brookfield have each separately

proposed varied theories in an attempt to form an effective learning process for adults. Their

principles are different, but they also bear some similarities. Borrowing from their concepts of

effective learning, this paper aims at elucidating on some of the contents of their theories and

making comparisons and differences.

Brookfield (1986) views adult learners as self-driven, and, as such, they choose to join

the learning process without coercion. Consequently, they ought to receive respect from their

facilitators, which is a shift from the conventional one-way pedagogy, where students are mere

recipients of information from the teachers (Brookfield, 1986).

Furthermore, Brookfield states that the teacher should assume the role of a facilitator

rather than the sole giver of information; whether it is based on lecture or serving as the only

resource to the student. Hence, the class becomes an interactive and collaborative arena in which

effective learning can happen. The facilitator occupies the center of the learning process,

enhancing reflective and analytical learning through different activities. Indeed, Brookfield

asserts that when a teacher facilitates rather than lectures, the learners are empowered in addition

to becoming self-driven (Galbraith, 2004).

On the other hand, Knowles (1984) presents a different set of principles viewed as crucial

for an effective process of learning for adults. According to Knowles, the adult learner takes the

center stage and all the learning revolves around him or her. Knowles suggests that adult learners

are mature and able to direct themselves rather than relying solely on the guidance and

instructions issued by the teacher (Knowles, 1984). In addition, the adult learners usually bear
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different experiences throughout their lives, which should not be overlooked as they also present

an opportunity for the teachers to learn from those experiences. Moreover, as an individual

matures, his or her preparedness to learn increases tremendously, making this a learner-oriented

process. Therefore, as explained by Galbraith (2004), the learners should have the opportunity to

formulate the learning objectives.

These two theories together recognize the importance of shifting the teacher’s role from

that of the sole provider of information to that of a facilitator. They recognize the bias that the

initial pedagogy predisposed the learners to in addition to exposing the learner to subjective

learning which is detrimental to the entire learning process. Additionally, they both recognize

that, unlike the conventional, young students, adult learners are different in that they possess

specific skills required for the learning process (Galbraith, 2004).

However, these theories contrast in their conceptualization of the “main actor” in the

classroom context during the learning process. Brookfield sees the facilitator as central to the

entire process. The idea is that the facilitator will guide the learners and empower them to

ultimately become self-directed (Galbraith, 2004). Therefore, the learner is perceived as needing

guidance—a notion that Knowles dispels. Knowles’ perspective entails the learner as the praxis

of learning, where both the learner and the facilitator have a chance to learn from each other.

In conclusion, these two approaches towards adult learning represent a new way of

enhancing effective learning. Knowles and Brookfield have both proposed varied theories

demonstrating their ideas of what an effective learning process for adults’ looks like. Their

principles although they are different, also demonstrated some similarities.

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References

Brookfield, S. D. (1986). Understanding and facilitating adult learning. A comprehensive

analysis of principles and effective practice. Milton Keynes, England: Open University
Press.

Galbraith, M. W. (2004). Adult learning methods: a guide for effective instruction (3nd ed.).
Malabar, FL: Krieger Press.

Knowles, M., & Associates (1984). Andragogy in action: Applying modern principles of adult
education. San Francisco,CA: Jossey Bass