Knowles' principles of andragogy outline how adults learn best. They include that adults learn best when they feel a need to learn, are respected and trusted by others in their learning environment, help plan their learning, and can apply their experiences. Andragogical teaching focuses on self-directed learning, problem-centered orientation, and mutual planning between teacher and learner. Grow's stages of learning autonomy show how learners progress from dependent to self-directed, while Kolb's model emphasizes learning through concrete experience, observation, conceptualization, and experimentation.

1. Knowles’ Principles of Andragogy
 The learners feel a need to learn
 The learning environment is characterized by mutual
respect and trust and acceptance of differences
 The learners perceive the goals of the learning
experience to be their goals
 The learners share responsibility for planning
 The learners participate actively
 The learning process makes use of learners’ experiences
 The learners have a sense of progress towards goals

2. 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 are a rich resource
for learning
 Readiness depends on
developmental tasks of social
roles

3. Pedagogical Andragogical
Design Factors Design Factors
 Teacher formulates objectives
 Material is studied by content
units
 Transmittal techniques used
 Evaluation by teacher
 Authority oriented, formal
climate, often competitive
 Teacher plans learning
experience
 Teacher diagnoses needs
 Teacher evaluates
 Mutual negotiation of objectives
 Material sequenced in terms of
learner readiness
 Experiential, inquiry techniques
 Mutual evaluation
 Climate characterized by
mutuality, respect, collaboration,
and informality
 Mutually planned learning
experience
 Mutual self-diagnosis of needs
 Mutual evaluation

4. Grow’s Stages in Learning Autonomy
Stage Student Teacher Examples
Stage 1 Dependent Authority,
coach
Coaching with
immediate feedback,
drill. Informational
lecture. Overcoming
deficiencies and
resistance
Stage 2 Interested Motivator,
guide
Inspiring lecture plus
guided discussion;
goal-setting and
learning strategies
Stage 3 Involved Facilitator
Discussion facilitated
by teacher who
participates as an
equal
Stage 4 Self-directed Consultant,
delegator
Self-directed work
group, dissertation,
internship

6. Kolb’s Model with Suggested Learning
Strategies
Kolb’s Stage Example Learning/Teaching
Strategy
Concrete Experience Simulation, Case Study,
Field trip, Real Experience,
Demonstrations
Observe and Reflect Discussion, Small Groups,
Designated Observers
Abstract Conceptualization Sharing Content
Active Experimentation Laboratory Experiences,
On-the-Job Experience,
Internships, Practice
Sessions

7. Kolb’s Model with Suggested Learning
Strategies
Kolb’s Stage Example Learning/Teaching
Strategy
Concrete Experience Simulation, Case Study,
Field trip, Real Experience,
Demonstrations
Observe and Reflect Discussion, Small Groups,
Designated Observers
Abstract Conceptualization Sharing Content
Active Experimentation Laboratory Experiences,
On-the-Job Experience,
Internships, Practice
Sessions