Class 2 knowles principles of andragogy rev
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This document discusses the differences between pedagogical and andragogical assumptions and design factors for teaching based on Knowles' principles of andragogy. Some key differences covered include pedagogy being subject-centered and teacher-directed while andragogy is problem-centered and involves mutual planning between teacher and learner. Andragogical design factors emphasize the learner's experience, self-directedness, and readiness to learn based on life roles rather than biological development alone. Examples are requested of how andragogical principles can be applied in medical and health professions education.
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Class 2 knowles principles of andragogy rev
1. The document discusses Knowles' principles of andragogy and the theoretical orientations to learning, focusing on pedagogical vs andragogical assumptions and design factors.
2. It provides an agenda for discussing andragogy and how learner-centered educators are, and when andragogical approaches are appropriate in health professions education.
3. Participants are asked to discuss examples of how applicable andragogical principles are in medical and health professions education based on their own educational experiences.
Class 3 knowles principles of andragogy rev
The document discusses Knowles' principles of andragogy and adult learning theory and practice. It provides an agenda for a class session that will discuss andragogy and how learner-centered educators are. The session will also examine how andragogical approaches impact health professions education and when they are appropriate. The document then contrasts pedagogical and andragogical assumptions about learning. Finally, it contrasts pedagogical and andragogical design factors for learning experiences.
Class 4 knowles principles of andragogy rev
The document discusses Knowles' principles of andragogy, which focus on adult learning assumptions that differ from pedagogy. It compares the assumptions of pedagogy and andragogy, such as adults being self-directed and experience being a rich learning resource. The document asks how andragogical principles apply to medical education and how they would affect designing learning experiences. Attendees are encouraged to reflect on how to improve learning design using andragogical factors.
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The document discusses concepts related to andragogy, including Knowles' principles of andragogy, which state that adult learners feel a need to learn, prefer a mutual respect between learner and teacher, see learning goals as their own, share responsibility for planning, and value experience. It also discusses the differences between pedagogical and andragogical assumptions and design factors. Additionally, it covers informal and incidental learning, Grow's stages of learning autonomy, and studies on informal learning experiences.
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The document provides information on teaching and learning processes. It defines learning as the acquisition of knowledge, habits, and attitudes to better oneself and society. The learning process involves adjustment between teachers and students, establishing goals, motivating learners, stabilizing behavior, and changing student behavior. Learning is influenced by factors like age, intelligence, interest, health, motivation, and the learning environment. Educational objectives should be specific, measurable, attainable, realistic and time-bound to provide direction for teaching and learning evaluations. Lesson plans are prepared by teachers to teach lessons in an organized manner and ensure definite objectives are achieved.
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Pedagogy or child learning
Pedagogy refers to the art and science of teaching children and is based on assumptions about child learners being dependent on the teacher, having limited experience, and viewing learning as acquiring knowledge from the teacher. Pedagogy involves teacher-directed learning and evaluation based on grades. Andragogy refers to adult learning and is based on adults being self-directed, having accumulated experience to draw from, and applying knowledge immediately. Andragogy involves flexible, collaborative learning between teachers and students. The key differences between pedagogy and andragogy are that pedagogy is teacher-centered while andragogy is learner-centered, and pedagogy focuses on content transmission while andragogy focuses on process and personal development.
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Class 2 knowles principles of andragogy rev
- 1. Theoretical Orientations to Learning Knowles’ Principles of Andragogy Theory and Practice of Adult Learning Class Session 2 – June 16, 2015
- 2. Agenda
- 3. Pedagogical Andragogical Assumptions Assumptions Postponed time application Subject-centered orientation to learning Self concept is one of dependency Experience is of little value Readiness to learn depends on biological development Immediacy of time application Problem centered orientation to learning Self concept is toward increasing self-directedness Learners have a rich resource of experience for learning Readiness depends on developmental tasks of social roles
- 4. CAN YOU PROVIDE EXAMPLES? How applicable are andragogical principles in medical / health professions education?
- 5. PEDAGOGICAL ANDRAGOGICAL DESIGN FACTORS DESIGN FACTORS Teacher develops objectives Material learned in content units Use of transmittal techniques Authority oriented, formal climate, often competitive Teacher plans learning experience Teacher diagnoses needs and evaluates learning Mutual negotiation of objectives Content sequenced according to learner readiness Experiential, inquiry techniques Climate characterized by mutuality, respect, collaboration, and informality Mutually planned /evaluated learning experience
- 6. PEDAGOGICAL ANDRAGOGICAL DESIGN FACTORS DESIGN FACTORS Teacher develops objectives Material learned in content units Use of transmittal techniques Authority oriented, formal climate, often competitive Teacher plans learning experience Teacher diagnoses needs and evaluates learning Mutual negotiation of objectives Content sequenced according to learner readiness Experiential, inquiry techniques Climate characterized by mutuality, respect, collaboration, and informality Mutually planned /evaluated learning experience