Grow's 4 Stages of Learning
In this first stage of learning, students are usually dependent to the teacher that is why coaching approaches by way of giving direct or instant feedbacks is necessary. The lecture is set to be informational so as to overcome insufficiency and resistance of students in following the learning process. In the second stage, the students are more interested with the learning curve. Teachers are more motivated and inspired to lecture and have a guided discussion with their students. They imply the setting of goals and have strategies for learning. During the third stage, the students are now getting more involved in the learning process. Teachers facilitate the discussion and engage their students in different seminars and group projects to augment their learning capacities. At the helm of the fourth stage, students are now said to be self-directed learners of lifelong processes. Teachers act as consultants and delegate different tasks to their students that involve individual work or projects, self-directed study group, dissertations and internship programs to mold the students in learning autonomously.
According to Grow (1996), Self-directed learning remains to be the leading light of adult education. He believes that the chief purpose of the educational system and progression is to bring into being the self-directed lifelong learners. There are specific techniques for educating students at each stage in the learning process. The andragogue can be a lecturer or university teacher who shares his knowledge and skills to his student learners. An andragogue is in charge of the molding students and preparing them to grasp knowledge and the experiences they will encounter during the learning curve. He also generates every opportunity for the students to learn the self-service learning approach.
Moreover, the andragogue should have a set of qualities that make him extraordinary. He is tasked to listen to his students and willingly give them the advice that they need. He is also a logical person with an ability to integrate different learning approaches. In addition the andragogue should have a drive for determination and in the attainment of goals. He should also be flexible enough to change some lecture courses because of expected conditions or circumstances. More so, an andragogue should be able to exemplify physical energy and vigor, attention to details, positive outlook and personal maturity.
Blanchard’s Situational Leadership Styles
According to the Hersey and Blanchard’s Situational Leadership Model, the Staged Self-Directed Learning (SSDL) Model puts forward the fact that student learners ought to progress and develop through the different stages of escalating self-direction. High quality teaching approaches should also match the student learners’ stage of self development and assist them in advancing toward the much better self-direction.
Maturity and leadership styles are very important to the instructional learning system based on the Hershey and Blanchard’s Situational Leadership Model. Student learners should have the willingness to learn from their good leaders and good leaders should have to manifest a competitive behavior and create a lasting relationship with their students in order for these students to develop and mature as lifelong learners.
References
Grow, G. (1996). Teaching Learners to be Self-Directed. Adult Education Quarterly, 41 (3), 125-149. Retrieved from http://longleaf.net/wp/articles-teaching/teaching-learners-text/
