2. ïAnyone who stops learning is old, whether at twenty
or eighty. Anyone who keeps learning stays young.
Henry Ford
3. Think back to the past 60 days. What is one
thing you learned?
4. ïPerhaps you learned to play chess because you
always wanted to learn to play the game.
ïPerhaps you had a flat tire on the way home, and
you had to learn to change the tire because you
had to do it. You didnât want to, but you had no
choice.
ïIf youâre like most adults, you learn to do most
things as an adult because
6. Objectives
ï By the end of this session ,participants will be
able to:
ïDefine adult learning/Andragogy
ïDefine pedagogy
ïDifferentiate between pedagogy and Andragogy
ïApply adult learning principles in training adults
8. Andragogy
ïThe term âAndragogyâ was coined by researchers of
adult learning in order to contrast their beliefs
about learning to the pedagogical model.
ï Malcolm Knowles first introduced the concept in the
US in 1968.
ïThe concept of Andragogy implies self-directedness
and an active student role, as well as solution-
centered activities.
ï It was derived from the Greek wordâanerâ (with the
stem andr-) meaning âman, not boy.â
10. pedagogy
ïThe term âpedagogyâ was derived from the Greek
words âpaidâ (meaning âchildâ) andâagogusâ (meaning
âleadingâ).
ïThus, it is defined as the art and science of teaching
children.
12. ïchildrenâs formal learning is usually led by
someone else and is based on their learning
specific tasks to prepare them to learn additional,
more complicated tasks.
ïFor example, you learned to count to 100 in
kindergarten, so that you could learn to add and
subtract in first grade, so that you could learn to
multiply and divide in third grade, so that you
could learn algebra in eighth grade, so that you
could learn trigonometry in high school, so that
you could learn calculus in college.
13. What are the differences between
the two concepts ; pedagogy and
Andragogy?
14. ïSelf Concept
ïNeed to Know
ï Experience
ïReadiness to Learn
ïTime Perspective
ïOrientation to learning
15. Comparing pedagogy and Andragogy assumptions
pedagogy Andragogy
Self
Concept
Children are dependent on teacher
and enjoy dependence.
Adults expect and enjoy
independence
Expects to be taught. Takes no
responsibility of teaching self.
âą They like control, i.e., like to
take control.
Expects teacher to be dominant in
determining what, when, and how
to be learned.
Learning is a process of
sharing with the teacher and
one another.
âą Teacher has responsibility
to encourage and nurture the
process of self-direction.
16. Comparing pedagogy and Andragogy assumptions
pedagogy Andragogy
Need to Know Children need to
know what the
teacher teaches
in order to pass
and get
promoted.
Material does
not need to be
âlife applicable
Adult learners
need to know
why they need to
learn something
before
undertaking to
learn it.
17. Comparing pedagogy and Andragogy assumptions
pedagogy Andragogy
Experience Children have few experiences
relevant to what is being
taught; therefore, teacher
must create pertinent
experiences
Have many experiences;
therefore, teacher must
draw on adult-learner
experiences.
Teachers or experts are the
transmitters of experience
Trade-off. Anyone in class
also could share.
Teacher seldom recognize
experiences that children do
have
In some areas, students
may have more experience
than the instructor.
Elicits little discussion in
class--teacher to student, one-
way communication
Elicits 2- and 3-way
communication: instructor
to student and student to
student.
18. Comparing pedagogy and Andragogy assumptions
pedagogy Andragogy
Readiness to Learn Children are not
necessarily ready to
learn. Teacher must
decide when it is time
to learn specific skills
or knowledge and tries
to create motivation.
Adults normally come
to class motivated and
ready to learn,
because theyâve
chosen the training.
We impose uniform
curricula on children
by classes and age
groups
Adults learn in order
to cope with real-life
tasks
Adults do not group by
age, sex, but by
experience.
19. Comparing pedagogy and Andragogy assumptions
pedagogy Andragogy
time
Perspective
Children are believed
content to study for
the future. (âSomeday
youâll need this.â)
Pragmaticâwant
application today.
Children are believed
content to only accept
knowledge and
understanding level,
not application level.
Can barely tolerate
studying anything that
canât be applied to a
task they expect to
perform.
20. Comparing pedagogy and Andragogy assumptions
pedagogy Andragogy
Orientation to
learning
Children and teachers
of children are
subject-centered and
enjoy being so (1:00
reading, 2:00 math,
etc.)
Adults and teachers
need to be problem or
task centered.
Learning is a process
of acquiring subject
matter content to be
used at a later time in
life.
Learning is a process
of increasing
competence to achieve
full potential in life.
22. ïMalcolm Knowles is considered the father of
adult learning theory. Because
ïpedagogy is defined as the art and science of
teaching children, European adult educators
coined the word Andragogy to identify the
growing body of knowledge about adult learning.
ï It was Dr. Knowlesâ highly readable book, The
Adult Learner: A Neglected Species, published in
1973, that took the topic from theoretical to
practical.
23. How can we apply adult
learning principles in
training adults?
24. Trainers and adult educators began to
implement practical applications based on Dr.
Knowlesâ six assumptions
âą Adults have a need to know why they should
learn something before investing time in a
learning event.
âą Trainers must ensure that the learners
know the purpose for training as early as
possible.
25. âą Adults enter any learning situation with an image of
themselves as self directing, responsible grown-ups.
âą Trainers must help adults identify their needs and
direct their own learning experience.
26. ïAdults come to a learning opportunity with a
wealth of experience and a great deal to
contribute.
ï Trainers are successful when they identify ways
to build on and make use of adultsâ hard-earned
experience.
27. ïAdults have a strong readiness to learn those
things that help them cope with daily life
effectively.
ï Training that relates directly to situations adults
face is viewed as relevant
28. ï Adults are willing to devote energy to learning
those things that they believe help them perform
a task or solve a problem.
ï Trainers who determine needs and interests
and develop content in response to these needs
are most helpful to adult learners.
29. ï Adults are more responsive to internal
motivators such as increased self-esteem than
external motivators such as higher salaries.
ï Trainers can ensure that this internal motivation
is not blocked by barriers such as a poor self-
concept or time constraints by creating a safe
learning climate.
30. What can a trainer do to
apply adult learning
effectively?
31. How can a trainee make the
best use of adult learning or
training?
32. If youâre the trainer
ïCreate a learning environment that is safe.
ï Be organized, have well-defined objectives, and
establish a clear direction
ïfor your session based on the participantsâ needs.
ï Be so well organized that it is easy to be flexible
when the participantsâ needs are different from what
you anticipated.
ï Ensure that your content is meaningful and
transferable to the learnersâ world.
ï Treat your learners with respect, understanding, and
genuine concern.
ï Invite learners to share their knowledge and
experiences.
33. If youâre the learner
ïBe an active learner, participating in the interactive
exercises.
ï Be critical of poorly defined sessions, an unprepared
trainer, or processes that prevent your learning; provide
constructive feedback to the trainer.
ï Ensure your personal success by encouraging feedback
from the trainer.
ïDelivering constructive feedback is a key action expected
of all professional trainers.
ïLearners have a right to receive feedback from their
trainers.
ï Recognize that youâre responsible for your own learning, so
ensure that all your questions are answered.
ï Contribute to your own success by clearly identifying a
learning plan for yourself; then do your part to achieve your
objectives.
34. Success is not final, failure is
not fatal: it is the courage to
continue that counts.
~ Winston Churchill