Meaning of pedagogy Peda means child Gogy means

  • Slides: 35
Download presentation
Meaning of pedagogy Peda means child Gogy means art and science of teaching Thus

Meaning of pedagogy Peda means child Gogy means art and science of teaching Thus Pedagogy is the art and science of teaching children. • Science: the knowledge of theories of learning and instructional strategies for teaching • Art: correctly putting theories into practice and building up teaching experiences. Effective teachers use an array of teaching strategies because there is no single, universal approach that suits all situations. Different strategies used in different combinations with different groupings of students will improve learning outcomes.

Pedagogue is defined as “a schoolteacher. One who instructs in a pedantic or dogmatic

Pedagogue is defined as “a schoolteacher. One who instructs in a pedantic or dogmatic manner”. In the pedagogic model, teachers assume responsibility for making decisions about what is learned, and how and when something will be learned.

Principles of pedagogy • Commitment to students and learning • Teachers know their subjects

Principles of pedagogy • Commitment to students and learning • Teachers know their subjects • Teachers know how to teach those subjects • Teachers are responsible to managing and monitoring student learning. • Teachers think systematically about their practice and learn from experiences.

ASSUMPTIONS OF PEDAGOGY • The teacher’s concept of the learner is that of a

ASSUMPTIONS OF PEDAGOGY • The teacher’s concept of the learner is that of a dependent personality. The only role for the learner is that of submissively carrying out the teacher’s directions. • The learner’s experience is of little worth as a resource for learning. • Learners become ready to learn what the teachers tell them they must learn if they want to pass and get promoted. Readiness to learn is largely a function of age. • Learners have a subject-centered orientation to learning and see learning as acquiring subject-matter content.

PEDAGOGY-WHY IT MATTERS? a) Needs Assessment - What learning is needed? ü They change

PEDAGOGY-WHY IT MATTERS? a) Needs Assessment - What learning is needed? ü They change learner performance by figuring out what each learner needs and which strategies will work to unlock patterns that have not been working. ü Good teachers/trainers are very good at diagnosis and the customization of instruction. ü They keep checking for understanding and they keep searching for the intervention that will enable each learner to succeed. ü They do everything possible to give learners good reasons and they view each and every dropout as a personal failure. ü They don't shrug off dropouts as a minor issue. .

b) Professional Growth - How can I improve my teaching/training? ü Effective teachers/trainers cannot

b) Professional Growth - How can I improve my teaching/training? ü Effective teachers/trainers cannot afford to rest or coast for very long because the learners have a way of bringing a remarkable new set of challenges into the classroom each day. ü A teacher/trainer who stops adding to her or his repertoire of effective strategies is too much like a knife grown dull for lack of sharpening.

c) Classroom Culture - How do I cultivate the class culture for learning? ü

c) Classroom Culture - How do I cultivate the class culture for learning? ü While the importance of emotions and the social aspects of learning are rarely addressed by factory-style reformers, these aspects of classroom life are crucial ü If a teacher /trainer does not create a culture that is safe, comfortable, encouraging and supportive, learning may not occur. ü The art of teaching/training includes the nurturing of group norms that allow learning to thrive ü The science of teaching/training is less effective at reducing fears, freeing dreams and inspiring even disadvantaged students to reach for stars.

d) Strategy - How do I teach to maximize results? ü Effective teachers/trainers possess

d) Strategy - How do I teach to maximize results? ü Effective teachers/trainers possess rich repertoires of instructional moves and techniques. ü They devote time to matching strategy to situation. ü But they also understand the trial-and-error aspects of helping learners untangle patterns of failure and frustration. ü Strong teachers/trainers make sure their efforts to match technique to learners are guided by intuition, empathy and some of the softer aspects of human knowing.

e) Resource Management - How do I make do with what we have? ü

e) Resource Management - How do I make do with what we have? ü Good teachers/trainers learn to make good things happen for learners despite these shortages, distractions or threats.

f) Problem Solving - What could go wrong and how do I cope? ü

f) Problem Solving - What could go wrong and how do I cope? ü Life in classrooms is ripe with surprises, but not all of these surprises need to stall forward progress. ü teachers/trainers try to anticipate what might go wrong and have backup plans ready just in case. If the computer network suddenly freezes and a lesson requiring Internet access is suddenly blocked, the teacher/trainer immediately asks learners to brainstorm questions to pursue once the network recovers. No problem.

Malcolm S. Knowles � Malcolm Knowles (1913 -1997) was an American educator well known

Malcolm S. Knowles � Malcolm Knowles (1913 -1997) was an American educator well known for the use of the term “Andragogy” as a synonymous to the adult education.

Meaning of Andragogy The term Andragogy was originally coined by German educator Alexander Kapp

Meaning of Andragogy The term Andragogy was originally coined by German educator Alexander Kapp in 1833. Andragogy was developed into a theory of adult education by Eugen Rosenstock Huessy, Malcolm Knowles who was an American practitioner and theorist of adult education. "the art and science of helping adults learn based on certain crucial assumptions about the differences between children and adults as learners" Knowles, 1968 andragogy has come to be understood as an alternative to pedagogy; a learnerfocused approach for people of all ages. Pedagogy can also be thought of as "teachercentered or directive" learning, andragogy as "learner-centered/directed. "

Andragogy refers to methods and principles used in adult education. Greek word ‘Andr’ means

Andragogy refers to methods and principles used in adult education. Greek word ‘Andr’ means man ‘Agogus’ means ‘leader of’ It literally means “leader of man” whereas pedagogy refers to leading children.

Two primary understandings of Andragogy • The science of understanding(theory) and supporting (practice) lifelong

Two primary understandings of Andragogy • The science of understanding(theory) and supporting (practice) lifelong education of adults. • In the traditions of Malcolm Knowles, a specific theoretical and practical approach, based on a humanistic conception of self directed and autonomous learners and teachers as facilitators of learning.

Jarvis(1990) the andragogic cycle includes: study of needs and motives, planning the educational process,

Jarvis(1990) the andragogic cycle includes: study of needs and motives, planning the educational process, programming the educational content, preparing and organising the process, implementing and evaluating the process and product of the exercise. Krajne(1991) andragogy is the art and science of helping adults learn and the study of adult education theory, processes and technology to that end.

Andragogy Pedagogy Content Learner Content Learner Content

Andragogy Pedagogy Content Learner Content Learner Content

History of Adult Learning Theory: From “Whatagogy? ” to Andragogy • The Meaning of

History of Adult Learning Theory: From “Whatagogy? ” to Andragogy • The Meaning of Adult Education by Eduard Lindeman in 1926 marked the beginning of adult education as a field • Adult educators began to look for a unique adult education knowledge base • European adult educators began to use the term andragogy in the 1950 s • Andragogy finally surfaced and became part of the educational language in 1967 with Malcolm Knowles, a prominent scholar in the field of adult education. 2 -17

Assumptions of Andragogy • Has an independent self concept and who can direct his/her

Assumptions of Andragogy • Has an independent self concept and who can direct his/her own learning. • Has accumulated a reservoir of life experiences that is a rich resource for learning. • Has learning needs closely related to changing social roles. • Is problem centred and interested in immediate application of knowledge. • Is motivated to learn by internal rather than external factors. 2 -18

The principles of andragogy • Adults need to be involved in the planning &

The principles of andragogy • Adults need to be involved in the planning & evaluation of their instructions • Experience provides the basis for learning activities • Adults are most interested in learning subjects that have immediate relevance to their job or personal life • Adult learning is a problem centered rather than content oriented 2 -19

2 -20

2 -20

2 -21

2 -21

 • Need to know: Adults need to know why they need to learn

• Need to know: Adults need to know why they need to learn something before undertaking it. An adult when learning their own, spends a large amount of energy and time trying to understand the value of the new learning. Either the benefit from the learning or the consequence of not learning. The adult learners need either to be told or even better to be led to discover why certain knowledge is worth learning. 2 -22

 • The learner’s Self-concept: As a person matures his self concept moves from

• The learner’s Self-concept: As a person matures his self concept moves from one of being a dependent personality toward one of being a self-directed human being. Adults have a self concept of being responsible for their own decisions, for their own lives. Andragogy asserts that adults have a need to be self directing. 2 -23

 • Role of learner’s Experiences: As a person matures he accumulates a growing

• Role of learner’s Experiences: As a person matures he accumulates a growing reservoir of experience that becomes an increasing resource for learning in the classroom. 2 -24

Readiness to learn: As a person matures his readiness to learn becomes oriented increasingly

Readiness to learn: As a person matures his readiness to learn becomes oriented increasingly to the developmental tasks of his social roles. Andragogy assumes that adults are living their lives while learning. The contexts of life demands lead adults to prioritize different learnings at different points. At any given point in life , adults are ready to learn those things they need to know and be able to do in order to cope effectively. 2 -25

Orientation to learning: As a person matures his time perspective changes from one of

Orientation to learning: As a person matures his time perspective changes from one of postponed application of knowledge to immediacy of application, and accordingly his orientation toward learning shifts from one of subjectcenteredness to one of problem centeredness. 2 -26

 • Motivation to learn: As a person matures the motivation to learn is

• Motivation to learn: As a person matures the motivation to learn is internal 2 -27

 • Pros • Students are motivated by internal/ external motivation. • Self-Directed Learning

• Pros • Students are motivated by internal/ external motivation. • Self-Directed Learning is a reflective and actionoriented process. • Learning can be linked with other students. • Self directed and allows the learners to take control of his/her learning. • Broad based and the method can be implemented in a variety of educational situations. 2 -28

Cons • Problem solving skills may differ among adults from different cultures, causing problems

Cons • Problem solving skills may differ among adults from different cultures, causing problems among group members during activities. • Since Self-Directed Learning is unstructured and independent, it is easy for students to become unproductive. • Difficulty balancing accomplishing the work with learning from the work. 2 -29

30 Pedagogical Andragogical The Learner The learner is dependent upon the instructor for all

30 Pedagogical Andragogical The Learner The learner is dependent upon the instructor for all learning The teacher/instructor assumes full responsibility for what is taught and how it is learned. The teacher/instructor evaluates learning The learner is self-directed The learner is responsible for his/her own learning Self-evaluation is characteristic of this approach

31 Pedagogical Andragogical Role of the Learner’s Experience The learner comes to the activity

31 Pedagogical Andragogical Role of the Learner’s Experience The learner comes to the activity with little experience that could be tapped as a resource for learning The experience of the instructor is most influential Learner brings a greater volume and quality of experience Adults are a rich resource for one another Different experiences assure diversity in groups of adults Experience becomes the source of self-identify

32 Pedagogical Andragogical Readiness to Learn Students are told what they have to learn

32 Pedagogical Andragogical Readiness to Learn Students are told what they have to learn in order to advance to the next level of mastery Any change is likely to trigger a readiness to learn The need to know in order to perform more effectively in some aspect of one’s life Ability to assess gaps between where one is now and where one wants and needs to be

33 Pedagogical Andragogical Orientation to Learning is a process of acquiring prescribed subject matter

33 Pedagogical Andragogical Orientation to Learning is a process of acquiring prescribed subject matter Content units are sequenced according to the logic of the subject matter Learners want to perform a task, solve a problem, live in a more satisfying way Learning must have relevance to real-life tasks Learning is organized around life/work situations rather than subject matter units

34 Andragogical Pedagogical Motivation for Learning Primarily motivated by external pressures, competition for grades,

34 Andragogical Pedagogical Motivation for Learning Primarily motivated by external pressures, competition for grades, and the consequences of failure Internal motivators: selfesteem, recognition, better quality of life, self-confidence, selfactualization

Reference � Knowles, Malcolm S. , Elwood F. Holton III, and Richard A. Swanson.

Reference � Knowles, Malcolm S. , Elwood F. Holton III, and Richard A. Swanson. (1998) The Adult Learner Houston: Gulf Publishing � www. googleimages. com