The document discusses characteristics of quality teaching in adult education. It covers topics such as the difference between pedagogy and andragogy, challenges in teaching adults, learning styles, lifelong learning, professional development for teachers and students, and communities of practice. Quality teaching involves specifying learning goals, utilizing skills and knowledge, conducting observations, developing hypotheses, and creating long term societal benefits. Teaching adults requires addressing diverse groups, motivation, and teaching 21st century skills.

1. QUALITY TEACHING
EDGH952 Assignment 3 Cible Davis 4590107

2. Characteristics of Quality Teaching in
Adult Education
 Background information of quality teaching
 Difference between Pedagogy and Andragogy
 Difficulties and challenges of teaching adults
 Individual differences in learning styles and student backgrounds
 Importance of lifelong learning
 Professional development for both students and teachers
Communities of practice
Conclusion

3. Introduction to Quality Teaching
 Specify the learning goals
 Utilization of knowledge, skills and abilities
 Conduct empirical observations on teaching and learning
 Construct hypothesis
 Leading to long term benefit to society

4. Pedagogy
• Child centred
• Idea on teaching
• Emphasis on
socialisation

5. Andragogy
o Learner focused
o Idea of learning
support
o Emphasis on
relevant
knowledge and
skills

6. Heutagogy
 Self determined
learning
 Development of
learners capacity
 Transformational
learning

7. Metagogy
 Collaborative
learning
 Interdependence
of learning benefit
to individual and
society

8. A Change from Teacher Focused to
Collaborative Learning

9. Facilitator
◦ Know students- mission, objectives, needs, problems and opportunities
◦ Identify plan, needs and requirements of each student
◦ Be proactive
◦ Goal oriented
◦ Activity oriented

10. Challenges of Teaching Adults
◦ Diverse groups
◦ Motivation
◦ Learning 21st century skills

11. Main Ideas to be Focused on Learning
◦ Adopt particular strategy in learning
◦ Environment : An important factor
◦ Subject matter content
◦ Structure of learning
◦ Psychological factors

12. Individual Differences in Learning Styles
Learning style preferences
Navigators Problem solvers Engagers
Chart a course and follow Depend on critical thinking Engaged in meaningful task

13. Learning Styles Cont’d
Learner Goal
Learning Oriented
Activity
Rich resources in experiences
Function under levels of autonomy

14. Constructivism
 Constructing
knowledge
 Understanding and
applying
 Thinking and
analysing
 Being active
(Marlowe & Page
2005 cited in
Mordechai, 2008)

15. Important Parts
in Lifelong
Learning
 Cognitive
 Metacognitive
 Motivational
 Affective
Characteristics

16. Expanded Model of Teaching and
Learning
Student Student
Motivation Affect
Student Course Instructional Assessment Lifelong Outcomes
Entry Characteristics Methods Methods Learner
Cognition Metacognition
(Harpe, 1998 cited in Harpe & Radloff, 2000)

17. Learning Cycle
Concrete experience
Critical Reflection on Experience
Action
Further Critical Reflection on Experience
(Rogers & Horrocks, 2010)

18. Professional
Development
for Teachers
 Engage teachers for
assessment,
observation and
reflection
 Sharing knowledge
 Sustained, ongoing
intensive and
collective solving of
Specific problem

19. Professional
Development
for Students
 Experience as a
resource
 Plan their own
education path
 Promote individual
development
through reflection
and inquiry

20. Communities of Practice
Educational Learning Improved
Imperatives theories practice
Lesson Engagement Collaborative
preparation in learning evaluation and
teaching assessment
Reflections within community practice
(Herbers et. Al, 2011)

21. Conclusion
◦ Up to date best practices
◦ New programs and current research on subject
◦ Ask other teachers advice
◦ Show respect and co-operate with others
◦ Treat students with respect
◦ Strong communication with parent
◦ Reflect, reflect…….. And modify reflection