education; andragogy

2. What Is Andragogy
BY
QAZI ABDUL GHAFOOR
M.Phil (Education)
Secondary School Teacher
0092-332-1764856

3. Objectives
• Explain the principles of adult learning and
the differences between pedagogy and
andragogy.
• Skills for the Teacher of Adults
• Designing the instructional strategies

4. What Is Andragogy
• Andragogy, pronounced an-druh-
goh-jee, or -goj-ee, is the process
of helping adults to learn. The
word comes from the Greek andr,
meaning man, and agogus,
meaning leader.

5. Welcome!
• Please introduce yourself.

6. Five principals of andragogy
1. Adults understand why something is
important to know or do.
2. They have the freedom to learn in their
own way.
3. Learning is experiential.
4. The time is right for them to learn.
5. The process is positive and
encouraging.

7. Andragogy principals
1. Adults must want to learn They learn
effectively only when they are free to
direct their own learning and have a
strong inner motivation to develop a
new skill or acquire a particular type of
knowledge.
2. Adults will learn only what they feel
they need to learn Adults are practical
in their approach to learning; they
want to know, “How is this going to
help me right now? - Is it relevant
(Content, Connection and

8. Andragogy principles
3 Adults learn by doing Children learn by
doing, but active participation is more
important among adults.
4 Adult learning focuses on problems and
the problems must be realistic Children
learn skills sequentially. Adults start with a
problem and then work to find a solution.
5 Experience affects adult learning Adults
have more experience than children. This
can be an asset and a liability.

9. Andragogy principles
6 Adults learn best in an informal
situation .Children have to follow a
curriculum. Often, adults learn by
taking responsibility by the value and
need of content they require to
understand and the particular goals it
will achieve, being in an inviting
environment and having roles as an
active participant in the learning
process makes it efficient.

10. Andragogy principles
7Adults want guidance Adults want
information that will help them improve
their situation or that of their children.
They do not want to be told what to do.
They want to choose options based on
their individual needs.[3]

11. Skills for the Teacher of
Adults
1. Understand Andragogy
2. Plan Well
3. Manage Your Classroom
4. Inspire Your Students
5. Continue to Improve

12. 1. Understand Andragogy
1. Adults understand why something is
important to know or do.
2. They have the freedom to learn in their
own way.
3. Learning is experiential.
4. The time is right for them to learn.
5. The process is positive and
encouraging.
•

13. 2. Plan Well
• You already know you can't go into the
classroom without a plan. No teacher
does. If you could use a little help with
lesson planning

14. 3. Manage Your Classroom
• disturbance can happen in any
classroom. Be prepared when they
happen in yours. Adult students can be
narrow-minded. How will you deal with
the ones who step out of bounds?

15. 4. Inspire Your Students
• It's your job to inspire your students to
learn. We all know that's easier said
than done with some students. We'll try
to help:
• by Your Think
• by Quotations
• Inspire by your Creativity

16. 5. Continue to Improve
Every teacher I know is automatically
want to improve continuously. I'm sure
you're no different, so these are things
you likely already know.

17. Knowles is also famous for
• encouraging the informal education of
adults. He understood that many of our
social problems stem from human
relations and can be solved only
through education–in the home, on the
job, and anywhere else people gather.
He wanted people to learn to cooperate
with each other, believing this was the
foundation of democracy.

18. andragogy should produce
the following outcomes
1. Adults should acquire a mature
understanding of themselves — they
should accept and respect themselves
and always struggle to become better.
2. Adults should develop an attitude of
acceptance, love, and respect toward
others — they should learn to
challenge ideas without threatening
people.

19. continue
• Adults should develop a dynamic
attitude toward life — they should
accept that they are always changing
and look at every experience as an
opportunity to learn.
• Adults should learn to react to the
causes, not the symptoms, of behavior
— solutions to problems lie in their
causes, not their symptoms.

20. continue
• Adults should acquire the skills
necessary to achieve the potentials of
their personalities — every person is
capable of contributing to society and
has an obligation to develop his own
individual talents.

21. Designing the instructional
strategies
• Know your audience. While audience
analysis is always an important part of
the ID process, it is critical when
designing instruction for adults.
Because instruction must be relevant
to learner needs, be sure to take time to
understand the characteristics and
needs of the target population.

22. Designing the instructional
strategies
• Watch your tone. The language and
tone you use should not “talk down” in
a pedagogical manner. Instead,
acknowledge the professionalism and
expertise that your learners bring to the
table.

23. Designing the instructional
strategies
Keep them motivated. Learning must be
perceived to be of value to the adult
learner, and it must satisfy some
internal drive or need. Make clear
connections between learning activities
and the learner’s life. Make sure your
learners know why they need this
training and what benefits it will offer
them.

24. Designing the instructional
strategies
Respect their time. Adult learners usually
have a number of obligations that limit
the time available to them to pursue
learning. Workplace learning must not
place an undue burden or take learners
away from their jobs. Furthermore, to
be perceived as of value, learning must
teach skills the learner will use
immediately. Make your learning
objectives and strategies succinct and

25. Designing the instructional
strategies
• Let them practice. Give your learners
opportunities to practice what they
have learned, both individually and
collaboratively. Help them make the
connection between what they’ve
learning in your course and how they’ll
apply it on the job.
•

26. Three general learning
styles:
• Auditory learners listen carefully to all
sounds associated with the learning.
“Tell me,” is their motto. They will pay
close attention to the sound of your
voice and all of its subtle messages,
and they will actively participate in
discussions. You can best
communicate with them by speaking
clearly, asking questions, and using
phrases like, “How does that sound to

27. Visual learning style
• Visual learners rely on pictures. They
love graphs, diagrams, and
illustrations. “Show me,” is their motto.
They often sit in the front of the
classroom to avoid visual obstructions
and to watch you, the teacher.

28. Auditory learning style
• Auditory learners listen carefully to all
sounds associated with the learning.
“Tell me,” is their motto. They will pay
close attention to the sound of your
voice and all of its subtle messages,
and they will actively participate in
discussions. You can best
communicate with them by speaking
clearly, asking questions, and using
phrases like, “How does that sound to
you?”

29. Tactile or kinesthetic
• Tactile or kinesthetic learners need to
physically do something to understand
it. Their motto is “Let me do it.” They
trust their feelings and emotions about
what they’re learning and how you’re
teaching it. They want to actually touch
what they’re learning. They are the
ones who will get up and help you with

30. Tactile or kinesthetic
• role playing. You can best
communicate with them by involving
volunteers, allowing them to practice
what they’re learning, and using
phrases like, “How do you feel about
that?”

31. What is
Learning?
Average
Retention
Rates of
Instructional
Methods
Pedagogy vs
Andragogy
Characteristics
of
Learners
Challenges
re. Learning?

32. What is learning?

33. Lecture
(5%)
Reading
(10%)
Audiovisual (20%)
Demonstration (30%)
Discussion Group (50%)
Practice By Doing (75%)
Teach Others / Immediate Use of Learning (90%)
Bethel, Maine: National Training Laboratories (1960s)

34. Challenges of andragogical
instruction
• Too little time available
• Conflicting time pressures on
teachers and learners
• Lack of teacher observation
of learner’s work
• Lack of teacher interest learner’s
knowledge and reasoning

35. What do we need to
know about
adult learning?

36. Goals
for
Learning
How the
Brain
Works
Implications
for
Teaching
What is
Learning?
How to
Enhance
Learning

37. How Do We Understand
Learning Today?
• Humans actively create their knowledge
• Knowledge is not passively received
• Previous knowledge shapes new
knowledge
• New knowledge shapes subsequent
knowledge
(Joint Task Force on Student Learning, 1998, Powerful Partnerships:
A Shared Responsibility for Learning, http://www.aahe.org)

38. Teacher’s role
is a
FACILITATOR
Learning
based
on prior
knowledge
Active
learning
Is key

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Thank you!

41. Tell me and I’ll forget;
Show me and I may remember;
Involve me and I’ll understand.
Chinese Proverb