the “art and science” of instructing and teaching adults

The “art and science” of instructing and teaching adults.

Andragogy

Pronunciation and Origination

an·dra·go·gy

[an-druh-goh-jee]

Andragogy (andr- meaning 'man') could be contrasted with pedagogy (paid- meaning 'child' and agogos meaning 'leading')

Andragogy is… teaching strategies developed

for adult learners

It is interpreted as the process of engaging adult learners with the

structure of learning experience.

Alexander Kapp

1833

Used Andragogy to describe elements of

Plato’s Education Theory

Rosenstock

1921

Used the term to describe the

special requirements of adult education

Eduard Linderma

n

1926

First introduced to English speakers

Emphasized education

through life and experiences and

component of life-long learning

Malcolm Knowles

1980

Theory of Adult Education

Andragogy Historical Timeline

Malcolm Knowles (1913 – 1997)

An American educator well known for the use of the term Andragogy as synonymous to the adult education.

Best know for his 5 assumptions of Adult Learners and the 4 key Principles of Andragogy that are applied to Adult Learning.

Adult Learning

Self Concept

Orientation to learning

MotivationExperience

Readiness to learn

Knowles - 5 Assumptions

Self-Concept

As people mature, they move being a dependent

personality toward being more self-directed

During the process of maturation, a person moves

from dependency toward increasing self-directedness,

but at different rates for different people and in

different dimensions of life.

• Teachers have a responsibility to encourage and nurture this movement.

• Adults have a deep psychological need to be generally self-directing, but they

may be dependent in certain temporary situations.

ExperienceAs people mature, they

amass a growing set of experiences that provide a fertile resource for learning

As people grow and develop they accumulate an increasing reservoir of experience that becomes and increasingly rich resource for learning—for themselves and for others.

People attach more meaning to

learning they gain from experience than those they acquire passively.

The primary techniques in education are experiential ones—laboratory experiments, discussion, problem-solving cases, field experiences, etc.

Readiness To Learn As people mature, they are

more interested in learning subjects that have immediate relevance to their jobs or personal lives

People become ready to learn something when they experience a need to learn it in order to cope more satisfyingly with real-life tasks and problems.

The educator has a responsibility to create conditions and provide tools and procedures for helping learners discover their "needs to know."

Learning programs should be organized around life-application categories and sequenced according to the learners' readiness to learn.

Orientation To Learn As people mature, their time

perspective changes from gathering knowledge for future use to immediate application of knowledge. As such, adult learners become more problem-centered rather than subject-centered

Learners see education as a process of developing increased competence to achieve their full potential in life.

They want to be able to apply whatever knowledge and skill they gain today to living more effectively tomorrow.

Learning experiences should be organized around competency-development categories.

People are performance-centered in their orientation to learning

As people mature, they become more motivated by various internal incentives, such as need for self-esteem, curiosity, desire to achieve, and satisfaction of accomplishment

Motivation

4 Principles of Andragogy

• Adults are most interested in

learning subjects that

have immediate impact to their job or personal

life

• Adult learning is problem-centered

rather than content-oriented

• Experience including mistakes

provides the basis for the

learning activities

• Adults need to be

involved in the planning

and evaluation

of their instruction

1. Involved Adult

Learners2. Adult Learners’

Experience

3.Relevance and

Impact to Learners’

Lives

4. Problem Centered

According to Knowles, in its broadest sense, self-directed learning describes a process “... in which individuals take the initiative, with or without the help of others, in diagnosing their

learning needs, formulating learning goals, identifying human and material resources for

learning, choosing and implementing appropriate learning strategies, and

evaluating learning outcomes”

Self-Directed Learning

3 Reason For Fostering Self-Direction

Evidence reveals that

those who take initiative in

learning, learn more and learn

better than passive or reactive

learners who wait to be

taught.

Self-directed learning

parallels the natural process

of psychological development

Many new developments in education

place significant

responsibility on the learner

to take the initiative in their own learning.

http://elearningindustry.com/the-adult-learning-theory-andragogy-of-malcolm-knowles

http://bblearn.fontbonne.edu/bbcswebdav/pid-1115137-dt-content-rid-2871233_1/courses/CED50520FA2013GR13/CED50520FA2013GR13_ImportedContent_20130807025725/Merriam_andragogy_selfdirectedlearning.pdf

http://bblearn.fontbonne.edu/bbcswebdav/pid-1115137-dt-content-rid-2871238_1/courses/CED50520FA2013GR13/CED50520FA2013GR13_ImportedContent_20130807025725/Self-DirectedLearning-Manning.pdf

http://www.irisconnect.co.uk/blog/andragogy-where-experiential-collaborative-learning-opportunities-matter

http://en.wikipedia.org/wiki/Alexander_Kapp http://en.wikipedia.org/wiki/Andragogy http://teachinglearningresources.pbworks.com/w/page/30310516/A

ndragogy--Adult%20Learning%20Theory

http://edutechwiki.unige.ch/en/Self-directed_learning

Bibliography

Image Sourceswww.skillsconverged.

comwww.scoop.it www.andragogy.org smarterer.com 

janehewitt.blogspot.com

infed.org www.empowernetwork

.com web.utk.edu