Malcolm Knowles developed the theory of andragogy, which focuses on adult learning principles rather than pedagogy which is based on teaching children. Knowles believed that adults learn best when they have control over their learning. He identified key assumptions about adult learners including that they are self-directed, draw on life experiences, are problem-centered, and want learning to be immediately applicable. Knowles developed principles for adult education based on involving learners in planning, using experiences for learning activities, focusing on relevance, and taking a problem-centered approach rather than content-driven.
TNTEU - B.Ed New Syllabus - Pedagogy of Mathematics - Semester 1 - Code BD1MA - Unit III Approaches for teaching - Bigge and Hunt Steps - Reflective Level of Teaching Advantages and Disadvantages - Conclusion
TNTEU - B.Ed New Syllabus - Pedagogy of Mathematics - Semester 1 - Code BD1MA - Unit III Approaches for teaching - Bigge and Hunt Steps - Reflective Level of Teaching Advantages and Disadvantages - Conclusion
It is a description of two relatively close term 'teaching' and 'training'. this slides and presentation designed, created and presented by Asha and her team mate (most probably Bina).
This presentation discusses about two major learning theories i.e. pedagogy and andragogy. The presentation highlights the definitions, historical development, and assumptions of these theories. It also includes a comparative analysis between these theories.
Team teaching
Team teaching involves a group of two or more teachers working together to plan, conduct, and evaluate the learning activities for the same group of learners.
TNTEU - B.Ed New Syllabus - Pedagogy of Mathematics - Semester 1 - Code BD1MA - Unit III Approaches for teaching - H. C Morrison Steps - Understanding Level of Teaching Advantages and Disadvantages - Conclusion
1. It explains about how to organise team teaching in side the school with cooperation of other teachers.
2. It enhance the teachers with commitment, comprehensive, creative, concern towards the students
It is a description of two relatively close term 'teaching' and 'training'. this slides and presentation designed, created and presented by Asha and her team mate (most probably Bina).
This presentation discusses about two major learning theories i.e. pedagogy and andragogy. The presentation highlights the definitions, historical development, and assumptions of these theories. It also includes a comparative analysis between these theories.
Team teaching
Team teaching involves a group of two or more teachers working together to plan, conduct, and evaluate the learning activities for the same group of learners.
TNTEU - B.Ed New Syllabus - Pedagogy of Mathematics - Semester 1 - Code BD1MA - Unit III Approaches for teaching - H. C Morrison Steps - Understanding Level of Teaching Advantages and Disadvantages - Conclusion
1. It explains about how to organise team teaching in side the school with cooperation of other teachers.
2. It enhance the teachers with commitment, comprehensive, creative, concern towards the students
Andragogy – Malcolm Knowles 1
Andragogy
Malcolm Knowles
Submitted by Steven R. Crawford, [email protected]
What is Andragogy?
Andragogy literally means leader of man (andr- is Latin for “man” and agogus is Latin for
“leader of”)
Dusan Savicevic, a Yugoslavian educator, made Knowles aware of the term “Andragogy” in
1967. (Knowles 1990) The term was actually coined by a German educator, Alexander Kapp, in
1833.
Knowles had already begun building a comprehensive theory of adult learning that is anchored in
the characteristics of adult learners. Beginning with concepts researched by Cross (Adult
Learning Theory), Gagne (Conditions of Learning), Houle, Rogers (Experiential Learning),
Tough, and others, he developed the andragogical model based on several assumptions that
differed from the accepted pedagogical models. These include:
1. The need to know – Adults need to know why they need to learn something before
undertaking to learn it. …
2. The learner’s self-concept – Adults have a self-concept of being responsible for
their own decisions, for their own lives. Once they have arrived at that self-
concept they develop a deep psychological need to be seen by others and treated
by others as being capable of self-direction. …
3. The role of the learner’s experience – Adults come into educational activity with
both a greater volume and a different quality of experience from youths. …
4. Readiness to learn – Adults become ready to learn those things they need to know
and be able to do in order to cope effectively with their real-life situation. …
5. Orientation to learning – In contrast to children’s and youths’ subject-centered
orientation to learning (at least in school), adults are life-centered (or task-
centered or problem-centered) in their orientation to learning. …
6. Motivation – While adults are responsive to some external motivators (better jobs,
promotions, higher salaries, and the like), the most potent motivators are internal
pressures (the desire for increased job satisfaction, self-esteem, quality of life and
the like). … (Knowles 1990, p57-63)
Definitions Of An Adult Learner
Biological Definition: The age at which an individual can reproduce.
Legal Definition: The age that an individual can vote, drive, marry, etc.
Social Definition: When an individual begins to perform adult roles such as full-time worker,
participating citizen, spouse, parent, etc.
Psychological Definition: When and individual develops a self-concept of being responsible for
their own life.
Steven R. Crawford for ECI 761
Andragogy – Malcolm Knowles 2
Analysis of Andragogy
When applying andragogy to learning, the task or goal of the learner will determine if direct or
indirect methods of instruction should be used. If a concept is one that is previously unknown to
the learner, then more direct instruction will be necessary. An effective method is to address
specific topics of immediate con.
This is a Trident University course (MAE522), Module 1 Case, Theorist of Adult Education: Malcolm S. Knowles. It is written in APA format, has been graded by an instructor (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
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2. The Bio
Malcolm Knowles
Author
Malcolm Shepherd Knowles was an American Adult Educator, famous for the
adoption of the theory of andragogy—
initially a term coined by the German teacher Alexander Kapp.
•Born: August 24, 1913, Livingston, Montana
•Died: November 27, 1997, Fayetteville, Arkansas
•Cause of Death: Stroke
•Nationality: American
•Spouse: Elisabet Fornell (m. 1935-1997)
3. Define Andragogy
Definition: Andragogy is the process of
helping adults learn.
While pedagogy refers to the teaching of
children, where the teacher is the focal point,
andragogy shifts the focus from the teacher
to the learner. Adults learn best when they
have control over their learning.
6. Background Information
Andragogy is Distinct from Pedagogy
Education of adults has long been perceived as different from education of children in both theory and
practice. In this section general views of the purposes and characteristics will be given. In the next section,
applications of critical theory and reflective thinking in adult education will be explored.
Adult education in North America began to be organized in the 1920's, when educators of adults found
problems with the pedagogical assumption that the purpose of schooling was to transmit knowledge and
skills. They also noted different characteristics for adult learners than for children. Adult learners desired
more than just knowledge, and resisted pedagogical teaching strategies such as drills, rote memorization,
and examinations. The andragogical model focuses more on the educator as a facilitator who makes
resources and procedures available to the adult learner. Mutual planning based on needs assessment,
formulating instructional objectives that respect the needs identified, creating learning experiences with
techniques and materials, and evaluating outcomes to determine the next level of needs are more
characteristic of adult instruction. The voluntary nature of adult learning is a cornerstone assumption of
andragogy (Holmes & Abington-Cooper, 2000).
Knowles (1980) came from a humanistic orientation and believed that self-actualization was the prime
objective of adult learning, and the mission of educators was to assist adult learners to develop and achieve
their full potential as emotional, psychological, and intellectual beings. Knowles made four assumptions
about adults as learners: (1) Adults tend to be more self-directed as a result of their maturity, (2) Adults
possess personal histories which defines their identities and serve as a resource of experiential learning
upon which new learnings can be applied, (3) Motivation in adults is directed to more socially relevant
learning, and (4) Adult learners have interest in immediate application for problem-solving.
7. Mr. Knowles Examples and Principles.
Example
Knowles (1984, Appendix D) provides an example of applying andragogy principles to the design of personal computer training:
1. There is a need to explain why specific things are being taught (e.g., certain commands, functions, operations, etc.)
2. Instruction should be task-oriented instead of memorization -- learning activities should be in the context of common tasks
to be performed.
3. Instruction should take into account the wide range of different backgrounds of learners; learning materials and activities
should allow for different levels/types of previous experience with computers.
4. Since adults are self-directed, instruction should allow learners to discover things for themselves, providing guidance and
help when mistakes are made.
Principles
Adults need to be involved in the planning and evaluation of their instruction.
Experience (including mistakes) provides the basis for learning activities.
Adults are most interested in learning subjects that have immediate relevance to their job or personal life.
Adult learning is problem-centered rather than content-oriented.
9. Knowles 6 Assumptions
Knowles' assumptions
The need to know — adult learners need to know why they need to learn
something before undertaking to learn it.
Learner self-concept —adults need to be responsible for their own decisions and
to be treated as capable of self-direction
Role of learners' experience —adult learners have a variety of experiences of life
which represent the richest resource for learning. These experiences are however
imbued with bias and presupposition.
Readiness to learn —adults are ready to learn those things they need to know in
order to cope effectively with life situations.
Orientation to learning —adults are motivated to learn to the extent that they
perceive that it will help them perform tasks they confront in their life situations.