What is andragogy

education; andragogy

1. What Is Andragogy BY QAZI ABDUL GHAFOOR M.Phil (Education) Secondar y School Teacher 0092-332-1764856

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

3. 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.

4. Welcome! Please introduce yourself.

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

6. Andragogy principals 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. 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 Application).”

7. 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.

8. 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.

9. 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]

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

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

12. 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

13. 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?

14. 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

15. 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.

16. 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.

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

18. 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.

19. 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.

20. 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.

21. 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.

22. 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.

23. 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 focused on behavioral change back on the job.

24. 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.  

25. 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 you?”

26. 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.

27. 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?”

28. 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

29. 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?”

30. What is learning?

31. Bethel, Maine: National Training Laboratories (1960s)

32. 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

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

34. 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 )

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36. Tell me and I’ll forget; Show me and I may remember; Involve me and I’ll understand. Chinese Proverb Thank You!