pedagogy and andragogy ppt bec bagalkot mba

8/2/2019 Pedagogy and Andragogy Ppt Bec Bagalkot Mba

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Pedagogy and Andragogy

By: Babasab Patil


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Literally means the art and science of educating childrenand often is used as a synonym for teaching. Moreaccurately, pedagogy embodies teacher-focused education.

In the pedagogic model, teachers assume responsibility formaking decisions about what will be learned, how it will belearned, and when it will be learned. Teachers directlearning.

Pedagogy


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Andragogy

Initially defined as "the art and science of helping adults

learn," currently defines an alternative to pedagogy andrefers to learner-focused education for people of allages. In other words an andragogic approach is all aboutputting the learner in the driving seat.


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ssumpt ons a outLearners

rea u t earn ng(Pedagogy)

u t earn ng(Andragogy)

1. The need to knowYouths only need to knowthat they must learn whatthe teacher teaches if theywant to pass and getpromoted; they do not needto know how what theylearn will apply to theirlives

Adults need to know whythey need to learnsomething beforeundertaking to learn it. Themost potent tools for raisingthe level of awareness of the need to know areexperiences in which the

learners discover forthemselves the gapsbetween where they arenow and where they wantto be.


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ssumpt ons a outLearners

rea u t earn ng(Pedagogy)

u t earn ng(Andragogy)

2. The learners self -concept

The teachers conceptof the learner is that of dependent personality;

therefore, the learners self-concept eventuallybecomes that of adependent personality

Adults have a self-concept of beingresponsible for their

own decisions, fortheir own lives.


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ssump ons a ouLearners

rea u earn ng(Pedagogy)

u earn ng(Andragogy)

3. The role of experience

The learners experience isof little worth as a resourcefor learning;the experience

that counts is that of theteacher, the textbook writer,etc.

Adults come into aneducational activity with agreater volume and a

different quality of experience from that of youths. The downside is thatas adults we tend to developmental habits, biases, and

presumptions that tend tocause us to close our mindsto new ideas, freshperceptions, and alternativeways of thinking.


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4. Readiness to learn Learners become readyto learn what theteacher tells them theymust learn if they wantto pass and getpromoted.

Adults become ready tolearn those things theyneed to know and beable to do in order tocope effectively withtheir real-lifesituations.


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4. Readiness to learn Learners become readyto learn what theteacher tells them theymust learn if they wantto pass and getpromoted.

Adults become ready tolearn those things theyneed to know and beable to do in order tocope effectively withtheir real-lifesituations.


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5. Orientation tolearning

Learners have a subject-centered orientation tolearning; they see learning

as acquiring subject-mattercontent. Therefore, learningexperiences are organizedaccording to the logic of thesubject- matter content.

In contrast to childrens oryouths subject-orientedorientation to learning (at

least in school), adults arelife-centered (or task-centered or problem-centered) in their orientationto learning. Adults are

motivated to learn to theextent that they perceivethat learning will help themperform tasks or deal withproblems that they confrontin their life situations.


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6. Motivation Learners are motivated tolearn by external motivators(e.g. grades, the teachers

approval or disapproval,parental pressures).

Adults are responsive tosome external motivators(better jobs, promotions,

higher salaries, and thelike), but the most potentmotivators are internalpressures (the desire forincreased job satisfaction,

self-esteem, quality of life,and the like). Normal adultsare motivated to keepgrowing and developing butthis motivation is frequentlyblocked by such barriers as


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negative self-concept as astudent, inaccessibility of opportunities or resources,

time constraints, andprograms that violateprinciples of adult learning.


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Adult Learning

The perspectives on adult learning vary according to thecontext or discipline in which one operates.

Many of the policy documents published in recent yearstake a human capital approach to adult learning with theprimary consideration being the development of a skilledworkforce.

The American Society for Training and Development'smission statement has changed from training to trainingand development, to human resource development, toworkplace learning and performance .


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Types of Adult Learning

Cranton classified adult learning into three categories:

1. Subject-oriented adult learning The primary goal of subject-oriented adult learningenvironments is to acquire content.

The educator "speaks of covering the material, and thelearners see themselves as gaining knowledge or skills


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2. Consumer - Oriented adult learning The goal of consumer-oriented learning is to fulfill theexpressed needs of learners. Learners set their learninggoals, identify objectives, select relevant resources, andso forth. The educator acts as a facilitator or resourceperson, "and does not engage in challenging orquestioning what learners say about their needs


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The Stages of theLearning Process

According to Dreyfus and Dreyfus (1980), to acquire askill through instruction and experience, a studentnormally goes through five developmental stages: novice,advanced beginner, competent, proficient, expert andmaster.


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Novice The novice is then given rules for determining an actionon the basis of these features. To improve, thenovice needs monitoring, either by self-observation orinstructional feedback.

For example, a student acquiring a second languagewould be classified as novice when he had learned the

phonetic rules for producing and recognizing what seemedto him meaningless noises which got specific results whenproduced on specific occasions.


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Advanced Beginner - An advanced beginner is stilldependent on rules, but as (s)he gains more experiencewith real life situations, (s)he begins to notice additionalaspects that can be applied to related conditions.

Competent - At this stage, the competent person grasps allthe relevant rules and facts of the field and is, for the firsttime, able to bring his/her own judgement to each case.This is the stage of learning that is often characterized bythe term "problem solving." A language learner hasachieved conpetence when he no longer hears and

produces meaningless


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streams of sound, but rather perceives meaningful phraseswhich, when used on appropriate occasions, produceeffects by virtue of these meanings.


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Proficient - The fourth stage is called fluency and ischaracterised by the progress of the learner from the step-by-step analysis and solving of the situation to the holisticperception of the entirety of the situation.

The language learner finally becomes able to combine thephrases he uses into whole sentences, with subordinateclauses, which enable him to describe whole situations, and

to use language to request, demand, order, etc.decides how to do it. The expert not only knows what

needs to be achieved, thanks to a vast repertoire of situationaldiscriminations he knows how to achieve his goal.


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Adult Learning

Learning Styles All students have different intellectual abilities. Theythink and learn differently. Some learning patterns will have been developed as aresult of the schooling experience where materials werelargely presented in a way that benefited students with

linguistic/numeric abilities. As a result innate learning styles may not have beendeveloped and students may need to be encouraged toidentify their own learning pattern.


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There are various ways of classifying differences inlearning styles. Many theories and models havebeen proposed. This section will look at three of the

most common learning styles classifications:

* left and right brain* auditory, visual and kinaesthetic

* activists, reflectors, theorists and pragmatists


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Left and Right Brain

In the last 20 years, research has revealed that the twohemispheres of the brain perform different functions.According to Rose and Nicholl (1997)


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Left (Analytic) Right (Global)

Predominantly left-brained peopleprefer a slow step-by-step buildup of information; they aresometimes called 'linear' learners.

Predominantly right-brained peopleneed to see the big picture, to have anoverview; they are the 'global' type of

learner.

Responds to word meaning Responds to tone of voice

Processes information linearly Processes information in varied order

Rational Holistic


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Left (Analytic) Right (Global)

Analytical Synthesising

Recalls people's names Recalls people's faces

Punctual Less punctual

Prefers formal study designPrefers sound/music background

while studying


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Andragogy Pedagogy

Participant involvement is vital. Participants contribute little to theexperience.

Learning is real-life problem-centered.

Learning is content-centered.

Participants are seen as primaryresources for ideas and examples.

Trainer is seen as the primary resourcewho provides ideas and examples.


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Thank you

pedagogy and andragogy ppt bec bagalkot mba

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