- The document discusses key characteristics of adult learners and how they differ from child learners. Adults are self-directed, goal-oriented, and draw on life experiences. They want learning to be relevant and applicable.
- Two approaches to teaching are described: instructor-centered pedagogy and learner-centered andragogy. Pedagogy relies on lectures while andragogy emphasizes collaboration. The best approach depends on the subject and learner characteristics.
- Motivating adult learners involves understanding their reasons for learning and addressing barriers. Social relationships, career advancement, and cognitive interest can drive motivation. Lack of time, money and confidence can block motivation.
A good B School faculty has to find the applicability of emerging business practices i.e. the more of applied knowledge than the theoretical base. Class discussion and participation should focus on big picture. In emerging economies and markets disruption is common where there is No Right and No Wrong. More than one possibility exists to an opportunity. Restricted thinking is fad, visualizing big is the most desirable employable skill that needs to be inculcated. Understand and appreciate people use and apply concepts differently, same thing may have different views and perception. A good B school faculty listens carefully to the thoughts and ideas in class discussion and tries to draw some meaningful inferences non-judgmental.
A good B School faculty has to find the applicability of emerging business practices i.e. the more of applied knowledge than the theoretical base. Class discussion and participation should focus on big picture. In emerging economies and markets disruption is common where there is No Right and No Wrong. More than one possibility exists to an opportunity. Restricted thinking is fad, visualizing big is the most desirable employable skill that needs to be inculcated. Understand and appreciate people use and apply concepts differently, same thing may have different views and perception. A good B school faculty listens carefully to the thoughts and ideas in class discussion and tries to draw some meaningful inferences non-judgmental.
Guiding Change Impacting Quality: Understanding Coaching and TALisa Sullivan
Assistance designed around the Massachusetts’ Department of Early Education and Care’s newly developed Technical Assistance competencies, strengthens and enhances the early childhood professional's TA and coaching practices through foundational coaching skills, practical hands-on experiences, peer networking, reflection, and self-awareness.
Module 1: Introducing the Guide to TA and Self-Assessment Tool
Module 2: The Role of the TA Provider
Module 3: TA Approaches
Maarten Vansteenkiste, professor at UGent Belgium and international expert on Self-Determination, visited TU/e on 11 March 2016 to talk about increasing students’ motivation. The interactive lecture was attended by some 50 participants, many of them lecturers.
Vansteenkiste provided practical tips in an interactive lecture and explained that interaction with students, the learning activities and assessments, and the choices given to students are very important. Jan Vleeshouwer, lecturer and study counsellor at electrical engineering, was inspired by the workshop: “What caught me most, was the fact that when I shape a course in a way that stimulates students’ intrinsic motivation, I stimulate my own motivation (as a teacher) just as well. So the next time I find myself busy with a tedious teaching chore, I have much more reason to change that”.
This workshop deals with instructional leadership using the Sergiovanni model and looks at how the instructional leader can transform a school culture from a culture of teaching to a culture of learning using PLCs.
Guiding Change Impacting Quality: Understanding Coaching and TALisa Sullivan
Assistance designed around the Massachusetts’ Department of Early Education and Care’s newly developed Technical Assistance competencies, strengthens and enhances the early childhood professional's TA and coaching practices through foundational coaching skills, practical hands-on experiences, peer networking, reflection, and self-awareness.
Module 1: Introducing the Guide to TA and Self-Assessment Tool
Module 2: The Role of the TA Provider
Module 3: TA Approaches
Maarten Vansteenkiste, professor at UGent Belgium and international expert on Self-Determination, visited TU/e on 11 March 2016 to talk about increasing students’ motivation. The interactive lecture was attended by some 50 participants, many of them lecturers.
Vansteenkiste provided practical tips in an interactive lecture and explained that interaction with students, the learning activities and assessments, and the choices given to students are very important. Jan Vleeshouwer, lecturer and study counsellor at electrical engineering, was inspired by the workshop: “What caught me most, was the fact that when I shape a course in a way that stimulates students’ intrinsic motivation, I stimulate my own motivation (as a teacher) just as well. So the next time I find myself busy with a tedious teaching chore, I have much more reason to change that”.
This workshop deals with instructional leadership using the Sergiovanni model and looks at how the instructional leader can transform a school culture from a culture of teaching to a culture of learning using PLCs.
Ang relihiyon ang nagsisilbing huwaran o gabay ng mga pagpapahalagang Asyano.
Ito ay isang organisadong sistemang pananampalataya, pamimitagan, paggalang, kaugalian, at pananalig na nakasentro sa isa o higit pang kinikilalang diyos.
Ang Hinduism ang pinakamatandang relihiyon sa daigdig at ang pangunahing relihiyon sa India.
Ang Buddhism ay nagsimula kay Prinsipe Siddharta Gautama. Siya ang tinawag na “The Enlightened One.”
Ang Islam ay itinatag ni Muhammed sa Medina. Ang Qu’ran ang banal na aklat ng mga Muslim. Ito rin ang nagsisilbing gabay ng mga Muslimsa kanilang pangaraw-araw na buhay.
Ang Kristiyanismo ang pinakamalaking relihiyon sa buong daigdig na may 1.9 bilyong tagasunod. Ang relihiyong it ay nababatay sa buhay at panagaral ni Hesukristo.
Ang relihiyong Judaism ang unang nangaral ng pagkakaroon ng iisang Diyos. Sila ay naniniwala na ang Diyos ay gumawa ng isang kaban ng tipan kay Abraham.
Teaching Adults: What trainers need to knowDanielleHazen1
Teaching adults isn’t
like teaching children. What we learn in childhood forms the foundation of what we learn as
adults. Our life experiences can add to that, thus creating a substantial
reservoir of information.
Developing insight into how adults learn helps trainers become more
successful.
Most people recall their high school and undergraduate education in fragments. Atoms possess a property called valency. Great Britain has no constitution, but is a constitutional monarchy. Many students have trouble using such discrete, disembodied facts.
Source: https://ebookschoice.com/active-learning-as-teaching-strategies/
EMS- Reshaping our thoughts on Adult EducationRobert Cole
This is a presentation I put together on 4 hours notice as part of a testing (hiring) process for an EMS education position I was awarded.
I use this in teaching new FTO\'s, supervisors, and other trainers to motivate them about a good education program. Needless to say there is a lot of passionate dialog that goes along with this....
Teaching is not a spectator sport, neither is learning. That is why most of
the teachers cannot keep their students engaged in their course or the
classroom. Accordingly, students can never learn anything just by sitting in the classroom and listening to their teachers, as well as spitting out prepared answers or memorizing pre-defined assignments.
Also Check out : boarding schools in Dehradun
Running head INITIAL REFLECTIONMays1INITIAL REFLECTIONMay.docxcowinhelen
Running head: INITIAL REFLECTION Mays1
INITIAL REFLECTION Mays2
Initial Reflection on Teaching and Learning
Shawnesty Mays
Walden University
May 14.2017
There are several practices that the instructors use that have encouraged me to take a deep learning approach. They include group discussions, multimedia presentations, and simulations among others. Group discussions allow students to interact with each other that have helped us to tap into our interpersonal intelligence a skill that is important beyond the classroom. Multimedia presentations such as PowerPoint presentation enables those of us who are better at learning visually understand a topic better. Our instructors provide us with choices by allowing us to choose a topic of discussion for our essay writing assignments. For instance, they allow us to choose an organization of our interest for certain assignments then discuss the assignment using this organization. They also provide us with a selection of books and materials to use in our assignments. They allow us to complete research on a topic of their choice within our area of study and report back to the class. By actively engaging us in the learning process using the above practices and many more, I am able to take a deep learning approach.
Most of my instructors use deep learning approaches. However, some surface learning approaches noted include; assessing our assignments for independent facts using short answer questions, emphasizing coverage of a topic at the expense of depth, and having a short assessment cycle.
The online surveys tell me that I can use several methods to enhance learning among my students. For instance, I should engage my students in the learning process as it increases their attention and focus. It also motivates them to engage in higher level of critical thinking as well as promote meaningful learning experiences. A student-centered approach increases opportunities for student engagement that results to achieving of course learning objectives for both the instructor and the students. Teachers should prepare ahead for classroom discussions in order to have a clear focus for the discussion and address important topics from a number of perspectives. They should also design effective evaluation strategies for their students’ and provide meaningful feedback.
My greatest worry is on how to handle students who do not value their education. I belive that students interested in learning are easy to handle since most of them have some focus on the learning process in order to achieve their personal and professional goals. However, those not interested in learning and have just been pushed by their parents to obtain degrees are a difficult lot to handle. I may be willing to help them but as long as they are not interested in the learning process and have no set goals it remains a challenge for me as a teacher who wants to see all her students achieve academic success and obtain careers of their choice. ...
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
A Survey of Techniques for Maximizing LLM Performance.pptx
TM PLUS Instructor vs Learner
1. Trainers
Methodology
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Plan Training
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Information Sheet
Adults as Learners
Learning Objectives:
After reading this information sheet, you should be able to:
1. describe adults as learners;
2. explain what motivates the adult learner; and
3. recognize barriers to adult learning
Part of being an effective trainer involves understanding how adults
learn best. Compared to children, adults have special needs and
requirements as learners. Adults come to our classes with a variety and
range of experiences, both in terms of their working life and educational
backgrounds. This impacts how and why they participate in learning. While
each student has individual learning needs, there are some characteristics
that are common to adult learners. By understanding these characteristics,
trainers will enhance their relationship with their trainees as well as be able
to assist them as they apply new knowledge, skill, and attitudes.
Characteristics of Adults as Learners
Adults are autonomous and self-directed. Although adults need
some structure, they resist being told what to do. They need to be free to
direct themselves. As trainers, we must actively involve adult participants in
the learning process and serve as facilitators for their learning. We guide our
trainees to their own knowledge rather than supplying them with facts.
Adult learning encourages us to collaborate with our trainees about the pace
and the content of the training curriculum. We can get their perspectives
about what topics to cover and which projects or assignments they’d want to
pursue. To show our trainees what’s in it for them, we focus on the essential
knowledge that learners need to function effectively. Give them the
resources – web links, white papers, publications – to pursue deeper
knowledge if they’re so inclined.
Adults have accumulated a foundation of life experiences and
knowledge that may include work-related activities, family
responsibilities, and previous education. Adults learn by connecting new
information with what they already know. Information that does not mesh
with any of the learner’s previous knowledge or experience is assimilated
very slowly. Because participants come with different backgrounds, the
trainer must discover what the participants know and build on that
knowledge. Some techniques that can help us understand our audience’s
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knowledge and experience base include: pretests; icebreakers; participant
profiles; and soliciting pre-course information. At the start of the training
session, we begin by telling learners what the objectives are. This helps
learners organize their thoughts and puts them in a better position to
understand why it’s important to learn. Second, remind learners of what
they already know. This puts new information into perspective and provides
―hooks‖ for attaching this material to their existing knowledge framework.
In the event this new knowledge is in direct opposition to what the learner
already knows or believes, this conflict must be addressed immediately.
Experience is a rich source of adult learning. We can leverage the different
experiences for a richer learning experience through facilitative discussions,
case studies, role plays, simulations and the like. We should use our adult
learners as resources for ourselves and for the other participants.
Adults are goal oriented. Upon enrolling in a course, adults usually
know what goal they want to attain. They, therefore, appreciate a training
program that is organized and has clearly defined elements. As trainers, we
must ensure that learning objectives are presented. We need to show our
trainees that this training is beneficial to them and that it will help them
attain their goals. We must set the stage for their success.
Adults are relevancy-oriented. They must see a reason for learning
something. Learning has to be applicable to their work or other
responsibilities to be of value to them. We need to show them why they need
to learn what we’re teaching, and listen to them when they say they don’t
understand why it’s important. It can make the difference between success
and failure in gaining our trainees’ attention. To do this, we can ask
describe a typical problem that our trainees encounter in their work that the
training will solve. Another way is to ask the learners themselves how they
think they can apply the new information. If the training session we’re
conducting is introducing a change in the way our trainees perform their
job, we must help them understand why this change is for the betterment of
the organization.
Adults are practical, focusing on the aspects of a lesson most useful
to them in their work. They may not be interested in knowledge for its own
sake. They are more interested in learning that can be put to use
immediately, is concrete, practical, and self-benefitting. We must tell our
trainees explicitly how the lesson will be useful to them on the job. The
presentation of content should be oriented toward direct applications. So,
why is it that some trainers feel a need to cram all the content they can into
a course? This very practice inhibits learning. Content should directly align
with specific learning objectives; other content should not be included.
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As do all learners, adults need to be shown respect. Every
participant is unique and learns differently. Each brings different
backgrounds, perspectives, and biases to the learning experience. We must
acknowledge the wealth of experiences that our adult participants bring to
the classroom. Questions and comments should be treated with respect. All
contributions should be acknowledged. Participants should be treated as
equals in experience and knowledge and allowed to voice their opinions
freely in class.
In a nutshell, here are the difference between children and adults as
learners:
Adults Children
Broader base of experience more limited experience
learning is often voluntary or self-
motivated
learning is more often compulsory
Learning can be self-directed learning is usually teacher-directed
limited time for attending classes and
studying
school activities consume most time
learning is often motivated by life
responsibilities and changes
learning typically limited to
academics
need for immediate application
much learning have deferred
application
view teacher as having a reciprocal
relationship with students
view teacher as having superior
knowledge and authority
may have a negative self concept more likely to expect success
may have established ideas, attitudes
and behaviors which are difficult to
change
less likely to have set ideas;
attitudes and behaviors; more
adaptable
often intimidated by and restraint to
tests
more accustomed to taking tests
extensive speaking vocabulary
influences learning
limited vocabulary which is
increased through education
physiological factors (visual, audio,
health) may influence learning
physiological factors are less likely
to influence learning
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Motivating the Adult Learner
Trainers must be aware of the possible motivations behind their
trainees' participation in the program to cultivate cooperation on the part of
the trainees not merely to accept training but to become actively involved in
the process. Actively committed and engaged learners will not only put forth
the effort needed to master material, but will work with the trainer in
defining and achieving learning goals. It is important that we make our
trainees realize that they are the chief beneficiaries of training.
At least six factors serve as sources of motivation for adult learning:
1. Social Relationships - Training is a good way to meet like-minded
people; to make new friends or acquaintances and to network.
2. External Expectations - Most adult learners fall under this category
because they are learning in order to fulfill the expectations of
someone with formal authority, such as a supervisor; or to fulfill a
requirement for job or status.
3. Social Welfare - Some learners are more altruistic and choose to
learn to improve their ability to serve the community.
4. Personal Advancement - Many adult learners attend training to
achieve promotions or higher salary in a job and stay abreast of
competitors.
5. Escape/Stimulation - Adult learners make seek relief from boredom,
or a break in the routine of home or work.
6. Cognitive Interest - Some adult learners seek additional training
simply for the sake of learning; to satisfy an inquiring mind. Some
people are inquisitive and curious enough about something that they
desire to simply know more about it for no other reason than to
simply learn more.
We also need to realize that these sources of motivation can also be a
barrier against participating in learning. Aside from this, adults have many
responsibilities that they must balance against the demands of learning
such as:
Families, careers, social commitments
Lack of time
Lack of money
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Lack of child care
Scheduling problems
Transportation problems
Insufficient confidence
Lack of interest
The best way to motivate adult learners is simply to enhance their
reasons for enrolling and decrease the barriers. Trainers must learn why
their students are enrolled (the motivators); they have to discover what is
keeping them from learning. Then the trainers must plan their motivating
strategies. We can keep our trainees engaged by providing what they’d like
to get out of the training program. We:
provide them opportunities to network,
show them how the course will help them secure a promotion,
share knowledge that will improve their ability to serve their
community,
make the time spent in training worth their while by showing them
how this applies to their situation
provide positive reinforcement to increase self-esteem
6. Trainers
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Self Check
True or False:
1. Sources of motivation can also be a barrier against participating in
learning.
2. In learning, adults view teacher as having superior knowledge and
authority.
3. Adults are more accustomed in taking tests.
4. In class, children may have established ideas, attitudes and
behaviors which are difficult to change.
5. Physiological factors (visual, audio, health) are more likely to
influence children than adults in learning.
8. Trainers
Methodology
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2012
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Information Sheet
Fundamental Learning Approaches: Instructor-Centered vs.
Learner-Centered
Learning Objectives:
After reading this information sheet, you should be able to:
1. Define Pedagogy and Andragogy
2. Explain the difference between pedagogy and Andragogy
3. Identify what learning approach to utilize when running a class.
Adult learners are unique in the sense that they come with different
backgrounds and experiences. Because of the diverse backgrounds of the
learners in our classroom, it is important to vary the approach to teaching
the content.
One basic dichotomy related to approaches is that of pedagogy (or
instructor centered learning) and andragogy (or student centered learning).
Pedagogy is characterized by a teacher-centered approach to learning.
The instructor presents a concept which is of interest to potential learners.
Common methods of instruction include lectures, audiovisual materials and
suggested readings. It is very similar to what is called deductive teaching.
Deductive teaching (also known as direct instruction) is based on the
idea that a highly structured presentation of content creates optimal
learning for trainees. The trainer presents a concept by first defining it and
then providing examples. Students are given opportunities to practice with
the trainer’s guidance and feedback until they achieve concept mastery.
During application or lab work, the learners know the outcome of the
procedure before it is completed.
Andragogy, on the other hand, is student-centered. It emphasizes an
informal, collaborative learning environment in which instructor and learner
work together for learning to happen. An actual experience confronts a
learner. The instructor gathers information about the experience through
reflection and discussion.
Inductive teaching (also known as discovery teaching or inquiry
teaching) is based on the claim that knowledge is built primarily from a
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learner’s experiences with the subject matter. The instructor begins by
exposing students to a concrete instance of a concept. Then learners are
encouraged to observe patterns, raise questions or make generalizations
from their observations. The trainer’s role is to create opportunities and the
context in which students can successfully make the appropriate
generalizations, and to guide the trainees as necessary.
Common methods of instruction include group discussions, workshops and
case studies.
Below is a table of the differences of the two learning approaches:
ASSUMPTIONS
About: Pedagogical Andragogical
Concept of Learner Dependent Personality Increasingly Self-directed
Role of Learner's
Experience
To be built on more than used as
a resource
A rich resource for learning by
self and others
Readiness to Learn
Uniform by age-level and
curriculum
Develops from life tasks and
problems
Orientation to Learning Subject-centered Task or problem-centered
Motivation
By external rewards and
punishments
By internal incentives,
curiosity
PROCESS ELEMENTS
Elements Pedagogical Andragogical
Climate
Tense, low trust, formal, cold,
aloof
Relaxed, trusting, mutually
respectful
Planning Primarily by the instructor
Mutually by learners and
facilitators
Diagnosis for needs Primarily by the instructor By mutual assessment
Setting of Objectives Primarily by the instructor By mutual assessment
Designing Learning Plans
Instructor's content plans; Course
Syllabus; Logical Sequence
learning Contracts; Learning
Projects; Sequenced by
readiness
Learning Activities
Transmittal Techniques; Assigned
readings
Inquiry Projects; Independent
Study; Experimental
techniques
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Evaluation
By Instructor; Norm-referenced
(on a curve); with grades
By learner collected evidence
validated by peers, facilitators,
experts; Criterion-referenced
Which is the better approach?
Malcolm Knowles, the “father of andragogy” in the United States,
maintains that the choice of pedagogy versus andragogy is situational,
depending on subject matter and learner characteristics. Pedagogical
approaches are often needed when delivering new material like learning new
software. If trainees have little or no knowledge of the subject matter, how
can they construct knowledge from nothing? We must provide some
foundation to spark discussion and inquiry. We can follow an andragogical
approach if the trainees’ current knowledge and experiences allow them to
contribute to the discussion. For example, we can teach sales techniques by
asking our participants about their interactions with salespeople when they
go shopping. As facilitators, we help them develop new insights, make
generalizations, and test these through application.
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Self Check
Identification:
Provide the best answer to the questions below:
1. This is based on the idea that a highly structured presentation of
content creates optimal learning for trainees.
2. It emphasizes an informal, collaborative learning environment in
which instructor and learner work together for learning to happen.
3. This is characterized by a teacher-centered approach to learning. The
instructor presents a concept which is of interest to potential learners.
4. This is based on the claim that knowledge is built primarily from a
learner’s experiences with the subject matter.
Multiple Choice:
From the descriptions below, select the best answer from the following
choices:
A. Pedagogy
B. Andragogy
1. Readiness to learn develops from life tasks and problems.
2. Evaluation is done by the Instructor. It is norm-referenced and a
grade is always provided.
3. Learner’s experiences are considered to be a rich resource for learning
by self and others.
4. The orientation to learning is subject-centered.
5. There is a climate of minimum trust in a class.