arttitude vs andrasgogy

1. Pedagogy and Andragogy
By: Babasab Patil

2. • Literally means the art and science of educating children
and often is used as a synonym for teaching. More
accurately, pedagogy embodies teacher-focused education.
• In the pedagogic model, teachers assume responsibility for
making decisions about what will be learned, how it will be
learned, and when it will be learned. Teachers direct
learning.
Pedagogy

3. Andragogy
Initially defined as "the art and science of helping adults
learn," currently defines an alternative to pedagogy and
refers to learner-focused education for people of all
ages. In other words an andragogic approach is all about
putting the learner in the driving seat.

4. Assumptions about
Learners
Preadult Learning
(Pedagogy)
Adult Learning
(Andragogy)
1. The need to know
Youths only need to know
that they must learn what
the teacher teaches if they
want to pass and get
promoted; they do not need
to know how what they
learn will apply to their
lives
Adults need to know why
they need to learn
something before
undertaking to learn it. The
most potent tools for raising
the level of awareness of
the need to know are
experiences in which the
learners discover for
themselves the gaps
between where they are
now and where they want
to be.

5. Assumptions about
Learners
Preadult Learning
(Pedagogy)
Adult Learning
(Andragogy)
2. The learner’s self-
concept
The teacher’s concept
of the learner is that of
dependent personality;
therefore, the learner’s
self-concept eventually
becomes that of a
dependent personality
Adults have a self-
concept of being
responsible for their
own decisions, for
their own lives.

6. Assumptions about
Learners
Preadult Learning
(Pedagogy)
Adult Learning
(Andragogy)
3. The role of
experience
The learner’s experience is
of little worth as a resource
for learning;the experience
that counts is that of the
teacher, the textbook writer,
etc.
Adults come into an
educational activity with a
greater volume and a
different quality of
experience from that of
youths. The downside is that
as adults we tend to develop
mental habits, biases, and
presumptions that tend to
cause us to close our minds
to new ideas, fresh
perceptions, and alternative
ways of thinking.

7. Assumptions about
Learners
Preadult Learning
(Pedagogy)
Adult Learning
(Andragogy)
4. Readiness to learn Learners become ready
to learn what the
teacher tells them they
must learn if they want
to pass and get
promoted.
Adults become ready to
learn those things they
need to know and be
able to do in order to
cope effectively with
their real-life
situations.

8. Assumptions about
Learners
Preadult Learning
(Pedagogy)
Adult Learning
(Andragogy)
4. Readiness to learn Learners become ready
to learn what the
teacher tells them they
must learn if they want
to pass and get
promoted.
Adults become ready to
learn those things they
need to know and be
able to do in order to
cope effectively with
their real-life
situations.

9. Assumptions about
Learners
Preadult Learning
(Pedagogy)
Adult Learning
(Andragogy)
5. Orientation to
learning
Learners have a subject-
centered orientation to
learning; they see learning
as acquiring subject-matter
content. Therefore, learning
experiences are organized
according to the logic of the
subject- matter content.
In contrast to children’s or
youth’s subject-oriented
orientation to learning (at
least in school), adults are
life-centered (or task-
centered or problem-
centered) in their orientation
to learning. Adults are
motivated to learn to the
extent that they perceive
that learning will help them
perform tasks or deal with
problems that they confront
in their life situations.

10. Assumptions about
Learners
Preadult Learning
(Pedagogy)
Adult Learning
(Andragogy)
6. Motivation Learners are motivated to
learn by external motivators
(e.g. grades, the teacher’s
approval or disapproval,
parental pressures).
Adults are responsive to
some external motivators
(better jobs, promotions,
higher salaries, and the
like), but the most potent
motivators are internal
pressures (the desire for
increased job satisfaction,
self-esteem, quality of life,
and the like). Normal adults
are motivated to keep
growing and developing but
this motivation is frequently
blocked by such barriers as

11. Assumptions about
Learners
Preadult Learning
(Pedagogy)
Adult Learning
(Andragogy)
negative self-concept as a
student, inaccessibility of
opportunities or resources,
time constraints, and
programs that violate
principles of adult learning.

12. Adult Learning
• The perspectives on adult learning vary according to the
context or discipline in which one operates.
• Many of the policy documents published in recent years
take a human capital approach to adult learning with the
primary consideration being the development of a skilled
workforce.
• The American Society for Training and Development's
mission statement has changed from training to training
and development, to human resource development, to
workplace learning and performance.

13. Types of Adult Learning
Cranton classified adult learning into three categories:
1. Subject-oriented adult learning
• The primary goal of subject-oriented adult learning
environments is to acquire content.
• The educator "speaks of covering the material, and the
learners see themselves as gaining knowledge or skills”

14. 2. Consumer - Oriented adult learning
The goal of consumer-oriented learning is to fulfill the
expressed needs of learners. Learners set their learning
goals, identify objectives, select relevant resources, and
so forth. The educator acts as a facilitator or resource
person, "and does not engage in challenging or
questioning what learners say about their needs”

15. 3.Emancipatory adult learning
The goal of emancipatory learning is to free learners from
the forces that limit their options and control over their
lives, forces that they have taken for granted or seen as
beyond their control.
Emancipatory learning results in transformations of
learner perspectives through critical reflection .
The educator plays an active role in fostering critical
reflection by challenging learners to consider why they
hold certain assumptions, values, and beliefs (Cranton
1994).

16. The Stages of the
Learning Process
According to Dreyfus and Dreyfus (1980), to acquire a
skill through instruction and experience, a student
normally goes through five developmental stages: novice,
advanced beginner, competent, proficient, expert and
master.

17. Novice
• The novice is then given rules for determining an action
on the basis of these features. To improve, the
novice needs monitoring, either by self-observation or
instructional feedback.
• For example, a student acquiring a second language
would be classified as novice when he had learned the
phonetic rules for producing and recognizing what seemed
to him meaningless noises which got specific results when
produced on specific occasions.

18. Advanced Beginner - An advanced beginner is still
dependent on rules, but as (s)he gains more experience
with real life situations, (s)he begins to notice additional
aspects that can be applied to related conditions.
Competent - At this stage, the competent person grasps all
the relevant rules and facts of the field and is, for the first
time, able to bring his/her own judgement to each case.
This is the stage of learning that is often characterized by
the term "problem solving." A language learner has
achieved conpetence when he no longer hears and
produces meaningless

19. streams of sound, but rather perceives meaningful phrases
which, when used on appropriate occasions, produce
effects by virtue of these meanings.

20. Proficient - The fourth stage is called fluency and is
characterised by the progress of the learner from the step-by-
step analysis and solving of the situation to the holistic
perception of the entirety of the situation.
The language learner finally becomes able to combine the
phrases he uses into whole sentences, with subordinate
clauses, 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 situational
discriminations he knows how to achieve his goal.

21. Adult Learning
Learning Styles
• All students have different intellectual abilities. They
think and learn differently.
•Some learning patterns will have been developed as a
result of the schooling experience where materials were
largely presented in a way that benefited students with
linguistic/numeric abilities.
• As a result innate learning styles may not have been
developed and students may need to be encouraged to
identify their own learning pattern.

22. There are various ways of classifying differences in
learning styles. Many theories and models have
been 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

23. Left and Right Brain
In the last 20 years, research has revealed that the two
hemispheres of the brain perform different functions.
According to Rose and Nicholl (1997)

25. Left (Analytic) Right (Global)
Predominantly left-brained people
prefer a slow step-by-step build
up of information; they are
sometimes called 'linear' learners.
Predominantly right-brained people
need to see the big picture, to have an
overview; 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

26. Left (Analytic) Right (Global)
Analytical Synthesising
Recalls people's names Recalls people's faces
Punctual Less punctual
Prefers formal study design
Prefers sound/music background
while studying

27. Andragogy Pedagogy
Learners are called “participants”
or “learners.”
Learners are called “students.”
Independent learning style. Dependent learning style.
Objectives are flexible.
Objectives are predetermined and
inflexible
It is assumed that the learners have
experience to contribute.
It is assumed that the learners are
inexperienced and/or uninformed.
Active training methods are used.
Passive training methods, such as
lecture, are used.
Learners influence timing and pace. Trainer controls timing and pace.

28. Andragogy Pedagogy
Participant involvement is vital.
Participants contribute little to the
experience.
Learning is real-life problem-
centered.
Learning is content-centered.
Participants are seen as primary
resources for ideas and examples.
Trainer is seen as the primary resource
who provides ideas and examples.

29. Thank you