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Power Point Team A


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Power Point Team A

  1. 1. Pedagogy versus Andragogy Team A: Carolyn Edmonds, Jamie Falkner, Penny Jones, Martin Mcfarlane, Lisa Moore, Gloria Washington University of Phoenix EDD/511: Adult Learning: Theories, Principles, and Applications Jennifer Vaughan-LeForce, Facilitator May 26, 2008
  2. 2. Adults Learn Differently Than Children <ul><li>Members of Team A feel that adults learn differently then children </li></ul><ul><li>This is illustrated in the team members personal learning experiences </li></ul>
  3. 3. Child Learning (Pedagogy) <ul><li>The function or work of a teacher in a traditional classroom: </li></ul><ul><ul><ul><li>Fact based lecturing is often the mode of knowledge transmission. </li></ul></ul></ul><ul><ul><ul><li>Learners rely on the instructor to direct the learning. </li></ul></ul></ul><ul><ul><ul><li>Learners are building a knowledge base and must be shown how their life experiences connect with the present learning </li></ul></ul></ul><ul><ul><ul><li>Guidance Counselor </li></ul></ul></ul><ul><ul><ul><li>Learners often see no reason for taking a particular course. </li></ul></ul></ul>
  4. 4. Adult Learning (Andragogy ) <ul><li>The methods or techniques used to teach adults </li></ul><ul><ul><ul><li>Instructors facilitate the learners to his or her own knowledge rather than supplying them with facts </li></ul></ul></ul><ul><ul><ul><li>Instructors should use open ended questions to bring out the vast experiences of the adult learners </li></ul></ul></ul><ul><ul><ul><li>Instructors make sure the information is relevant </li></ul></ul></ul><ul><ul><ul><li>Instructors must integrate new information </li></ul></ul></ul><ul><ul><ul><ul><li>with previous experiences </li></ul></ul></ul></ul>
  5. 5. Assumptions of Andragogy <ul><li>Adult learner’s are self-directed </li></ul><ul><li>Adults bring experience with them to the learning environment </li></ul><ul><li>Adults enter the learning environment ready to learn </li></ul><ul><li>Adult learners are problem oriented </li></ul><ul><li>Adults are motivated to learn by internal factors </li></ul>
  6. 6. Application of Assumptions <ul><li>Assumption One: </li></ul><ul><li>Adult learner’s are self-directed </li></ul><ul><li>For Example </li></ul><ul><ul><li>Adults are responsible for directing their own lives </li></ul></ul><ul><ul><li>Adults have their own goals </li></ul></ul><ul><ul><li>Adults may be conflicted by their past learning experiences </li></ul></ul><ul><ul><li>Instructor must be a facilitator </li></ul></ul>
  7. 7. Application of Assumptions <ul><li>Assumption Two: </li></ul><ul><li>Adults bring experience with them to the learning environment </li></ul><ul><li>Adults come to learn with their experiences already in place. </li></ul><ul><li>Adults learn from experiences </li></ul><ul><li>Negative experiences tend to hold the adults back from learning new processes or new task </li></ul><ul><li>Positive experiences can be used to generalize the past experience to the new one </li></ul>
  8. 8. Application of Assumptions <ul><li>Assumption Two: </li></ul><ul><li>Adults bring experience with them to the learning environment </li></ul><ul><li>For example: </li></ul><ul><ul><li>An older employee with years of experience </li></ul></ul><ul><ul><li>Responsible for overseeing the audio/video technology </li></ul></ul><ul><ul><li>Audio and video technology transitioned from analog to digital </li></ul></ul><ul><ul><li>Prior experiences negatively affected learning </li></ul></ul><ul><ul><ul><li>Habitual ways of thinking and actions </li></ul></ul></ul><ul><ul><ul><li>Prejudices from life experiences </li></ul></ul></ul>
  9. 9. Application of Assumptions <ul><li>Assumption Three: </li></ul><ul><li>Adults enter the learning environment ready to learn </li></ul><ul><li>For example: </li></ul><ul><ul><li>Readiness to learn is often the result of a need </li></ul></ul><ul><ul><li>Instructor should be aware of the learners need </li></ul></ul><ul><ul><li>Academic learning must relate practically to the need </li></ul></ul>
  10. 10. Application of Assumptions <ul><li>Assumption Four: </li></ul><ul><li>Adult learners are problem oriented </li></ul><ul><li>Learning is self-initiated and tends to last a long time. </li></ul><ul><li>Learners are goal oriented and know for what purpose they are learning new information </li></ul><ul><li>Choice in course decided by problem orientation </li></ul>
  11. 11. Application of Assumptions <ul><li>Assumption Five: </li></ul><ul><li>Adults are motivated to learn by internal factors </li></ul><ul><li>When teaching high school students the motivation is different from the motivation that makes the adult learn.” </li></ul><ul><li>Prime motivation has been intrinsic </li></ul>
  12. 12. Children –vs- Adult learning strategies <ul><li>Adult learners have high motivation. </li></ul><ul><li>Adult learners are easily intrigued by material presented in class. </li></ul><ul><li>Classroom discussion plays a big part of the learning experience for adult learners. </li></ul>
  13. 13. References <ul><li>Blondy,L. (2007, Summer). Evaluation and application of andragogical assumptions to the adult online learning environment. Journal of Interactive Online Learning, 6(2), 116-130. Retrieved May 23, 2008, from </li></ul><ul><li>Green, J. (1998). Androgogy: Teaching adults. In  B. Hoffman (Ed.), Encyclopedia of Educational Technology. Retrieved May 25, 2008, from </li></ul><ul><li>Ross-Gordon, J. M. (2003, Summer). Adult learners in the classroom. New Directions for Student Services, 102, 43-52 Retrieved May 5, 2008 from EBSCO database </li></ul>
  14. 14. References <ul><li>Saunders, C. E. (1991). Pedagogy vs. andragogy: Are we treating our students like children? Military Intelligence Professional Bulletin . 17(1), 42-45. Retrieved May 19, 2008 from EBSCO database </li></ul><ul><li>Thompson, C. (1999). Adults learn differently than children. Retrieved May 23, 2008, from </li></ul>
  15. 15. Let’s Celebrate Learning This Year and Every Year!