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Uploaded byMd. Kaysher Hamid
PPSX, PPTX5,736 views

Moving from Pedagogy to Andragogy

The document discusses the evolution of pedagogy and andragogy, contrasting the teaching methodologies for children and adults. It highlights key principles of adult learning, emphasizing a learner-centered approach where adults are seen as self-directed and their life experiences are integral to the learning process. The document outlines assumptions, principles, and processes involved in andragogical education, showcasing a shift from a teacher-centered to a participative, problem-centered learning environment.

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M O V I N G F R O M P E D A G O G Y T O A N D R A G O G Y M D . K AY S H E R H A M I D
CHILD VS ADULT LEARNERS Learning Age Difference Background Dependency The Essentials of Adult Learning Oduaran, A. (1996)
HISTORICAL DEVELOPMENT
HISTORICAL DEVELOPMENT Pedagogy evolved in the Monastic Schools of Europe between the 7th and 12th centuries 18th & 19th Centuries Popularity in Europe and North America
Systematic Organization of Adult Education 1920s 1921 1833 1927 ‘Plato’s Educational Ideas’ by German Teacher Alexander KappGerman Social Scientist Eugen RosenstockAndragogy was first introduced to the United States by Martha Anderson and Eduard Linderman
1960s Mid- 1960s Leading theorist on adult education Malcolm S. Knowles popularized the term ‘Andragogy’ Popularity in France, Holland, and Yugoslavia Today On going……..
PEDAGOGY
PEDAGOGY Pedagogy (The art and science of teaching children) Paid (child) Agogus (leader of) Greek Words
PEDAGOGY “A teacher or trainer-centered approach to instruction where the teacher assumes responsibility for making decisions about what will be learned, how it will be learned, when it will be learned, and why it is of value to the learner.” - Kyle Freedman, Association for Talent Development (ATD)
PEDAGOGY Education Purpose : Transmittal of Knowledge and Skills Lectures Assigned Readings Quizzes Rote Memorization Examinations
ASSUMPTIONS OF PEDAGOGY • Learners only need to know what the instructor teaches. • The instructor’s perception of the learner is that of a dependent entity. • The learner’s previous knowledge is of little consequence as a resource for learning. • Learners become ready to learn what the instructor tells them. • Learners are subject-centered in their orientation to learning. • Learners are motivated by external factors (e.g., parental or instructor approval, good grades). Gessner, R. Pedagogy or Andragogy: What’s the Difference?.
PEDAGOGICAL EDUCATIONAL PLAN What content needs to be covered? How can that content be organized into manageable units? How can these units be organized in a logical sequence? How can these units be transmitted most efficiently in this sequence? Adult Learning Processes: Pedagogy And Andragogy Knowles, M.S. , 1977
ANDRAGOGY
ANDRAGOGY Andragogy (The art and science of helping adults learn) Aner/Andra (man, not boy) Agogus (leader of) Greek Words
ANDRAGOGY “A learner-centered approach to instruction where the teacher acts as a facilitator to help bridge the gap between student and knowledge. The learner is viewed as an independent entity who enters the learning experience with a unique set of experiences and motivators.” - Kyle Freedman, Association for Talent Development (ATD)
ASSUMPTIONS OF ANDRAGOGY Self-concept As a person matures his/her self-concept moves from one of being a dependent personality toward one of being a self-directed human being. Experience As a person matures she/he accumulates a growing reservoir of experience that becomes an increasing resource for learning. Readiness to learn As a person matures his/her readiness to learn becomes oriented increasingly to the developmental tasks of his/her social roles. Knowles, M.S., Holton III, E.F., & Swanson, R.A. (2005). The Adult Learner, P. 57-58
ASSUMPTIONS OF ANDRAGOGY Orientation to learning As a person matures his/her time perspective changes from one of postponed application of knowledge to immediacy of application, and accordingly his/her orientation toward learning shifts from one of subject-centeredness to one of problem centeredness. Motivation to learn As a person matures the motivation to learn is internal such as need for self-esteem, curiosity, desire to achieve, and feeling of accomplishment. The Need to Know Adults need to know why they need to learn something before undertaking to learn it. Knowles, M.S., Holton III, E.F., & Swanson, R.A. (2005). The Adult Learner, P. 57-58
PRINCIPLES OF ANDRAGOGY 1. Adults need to be involved in the planning and evaluation of their instruction. 2. Experience (including mistakes) provides the basis for the learning activities. 3. Adults are most interested in learning subjects that have immediate relevance and impact to their job or personal life. 4. Adult learning is problem-centered rather than content-oriented. Knowles, M. (1984). Andragogy in Action. San Francisco: Jossey-Bass
ANDRAGOGICAL PROGRAM PROCESS 1) The establishment of a climate conducive to adult learning 2) The creation of an organizational structure for participative planning 3) The diagnosis of needs for learning 4) The formulation of directions of learning (objectives) 5) The development of a design of activities 6) The operation of the activities 7) The rediagnosis of needs for learning (evaluation) Knowles, M. S. (1970). The Modern Practice of Adult Education
PEDAGOGY VS ANDRAGOGY
ASSUMPTIONS OF LEARNERS Assumptions Pedagogy Andragogy Concept of the Learner Dependent personality Self-directed Experience Little value A rich resource for learning Readiness to learn Standardized curriculum Develops from life tasks & problems Orientation to learning Subject-centered Task or problem centered Motivation to learn External rewards and punishments Internal incentives, curiosity
PROCESS OF LEARNING Elements Pedagogy Andragogy Climate Formal authority-oriented Informal, mutually respectful, collaborative, supportive Planning Primarily by teacher By participative decision-making Diagnosis of needs Primarily by teacher By mutual assessment Setting goals Primarily by teacher By mutual negotiation Designing a learning plan Learning design by teacher in logical sequence Learning projects and content sequenced in terms of readiness Learning activities Transmittal techniques, assigned readings Inquiry projects, independent study, experimental techniques Evaluation Primarily teacher By mutual assessment of self- collected evidence
Moving from Pedagogy to Andragogy