Embedded Files
Learning Objectives
Learning Objectives
The student will:
Identify the six principles of Andragogy
Explain the importance of Andragogy for Adult learning
Develop and explain an example of Androgoy in practice
Andragogy
Andragogy
Description
Description
Children and adults experience different learning environments during their educational lives. The standard for education in the United States is based on the Pedagogical model (Knowles, Swanson, & Holton III, 2015). In fact, teachers are required to define their pedagogy, or methods and psychology of teaching, during their training courses in college. Pedagogy places the responsibility of the learning into the hands of the educator, who develops the material and decides on what the students will learn. The students, then, must mold themselves to fit that plan and submit to the learning guidelines (Knowles, et al., 2015).
In contrast, Andragogy focuses on the needs of the adult learner, and acknowledges the fact that adults have developed a sense of responsibility for their own actions. Adults also are motivated to learn in order to fulfill life-centered needs (Knowles, et al., 2015). Andragogy places the responsibility of the learning into the hands of the learner. The instructor still develops the course material, yet in this model the instructor takes on the role of a facilitator to guide the learning and group discourse (Knowles, et al., 2015).
Six Principles
Six Principles
In order to help effectively apply the Andragogical model, six assumptions are made to help distinguish it from Pedagogy.
Need to know. Adults are more motivated to learn something new once they realize why they need to learn it. According to Knowles, et al., sometimes the instructor will have to instill the reason at the beginning of the course. Simulated experiences during the course can be used to help the learners realize the need to know the new material (Knowles, et al., 2015).
Learner self-concept. Adults have developed a sense of responsibility for their own actions and decisions. As such, they also have a need to be respected as adults, and not immature children (Knowles, et al., 2015). Unfortunately, typical professional development and training is based on the Pedagogical model, which treats adult learners as children that must be submissive. Instead, instructors must acknowledge the learner self-concept, and allow the adults to be self-directing with their learning (Knowles, et al., 2015).
Learner's experience. In addition to responsibility, adults also supply a wealth of life experiences, which can be used by the instructor to enhance the learning environment (Knowles, et al., 2015). This can be an invaluable asset to group work and discussions. Learners can use this collective experience to help guide each other and solve problems. However this can have a negative side effect. Too much experience can hinder adult learners from receiving new ideas (Knowles, et al., 2015). The instructor must struggle to overcome that limitation, while still maintaining the respect of the learner.
Readiness to learn. Similar to the Need to know assumption, Readiness to learn focuses on the developmental stages of the learner as he or she progresses through life (Knowles, et al., 2015). Adult learners will not understand the need to know unless they are ready to learn that material (Knowles, et al., 2015). For example, a beginning education student will not understand how to teach in a class until he or she arrives at the placement and student teaching courses. Then that student will be ready to learn.
Orientation to learning. As implied throughout these assumptions, adults learn something new in response to life situations. Where K-12 students are subject-centered in their learning due to the layout of their class content, adults are life-centered in their learning (Knowles, et al., 2015). This requires that adult learning content must be applicable to real life, specifically the lives of the learners themselves. Otherwise, the need to know will be lost (Knowles, et al., 2015).
Motivation to learn. Adult learners are motivated by life events, which are often external. However, the majority of learners are also motivated by internal sources, like the desire for a higher self esteem, or a better quality of life (Knowles, et al., 2015). Unfortunately life-centered barriers can inhibit these motivators, such as a lack of resources and time, and even improperly designed adult education courses (Knowles, et al., 2015).
Andragogy in Practice
Andragogy in Practice
Andragogy can be challenging to implement effectively due to it's complexity, as well as the differing assumptions as compared to the long established Pedagogical model. Essentially, adult learners must be respected as experienced individuals who are capable of making their own decisions (Knowles, et al., 2015). Also remember that these learners are present for a life-centered reason that directly affects them. As the instructor, do not dictate to them as children, rather work with them and guide them through the material. In fact, learn with them as they solve problems and work together.
The video clip below briefly describes the six assumptions of Andragogy, as well as provides examples as to how these assumptions will be applied in the final instructional video in this workshop.
Teaching Example
Teaching Example
This teaching example demonstrates the principles of Andragogy in practice, and was created as an Office 365 workshop for K-12 teachers.
Reference
Reference
Knowles, M. S., Swanson, R. A., & Holton III, E. F. (2015). The Adult Learning: The definitive classic in adult education and human resource development. [Kindle DX Version]. Retrieved from Amazon.com
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