Andragogy vs.

Pedagogy
Andragogy
• “Andr-” meaning man ; “agogos” meaning leading
• - "methods or techniques used to teach
adults,"
• was coined in the 1800s by Alexander Knapp
• popularized in the 1960s by Malcolm Knowles
Key Concepts
1)Maturing Self-Concept - As a person matures from a child to an adult, their self-concept
also matures. They move from being dependent on others to being self-driven and
independent.
2)Increasing Experience - as children mature into adults and gain more experience,
certain things become intuitive
3)An increasing readiness to learn - As an adult moves into various social roles
(employee, parent, spouse, citizen, etc.), their readiness to learn becomes oriented
toward those roles.
4)A shifting application and orientation - As a person matures, their application of
learning becomes immediate and more problem-centered.
5)An internal motivation to learn - As a person matures the motivation to learn is internal.
4 Principles
• Adults need to be involved in the planning and evaluation of
their instruction.
• Experience (including mistakes) provides the basis for the
learning activities.
• Adults are most interested in learning subjects that have
immediate relevance and impact to their job or personal life.
• Adult learning is problem-centered rather than content-oriented.
Pedagogy
• paidos- meaning ‘child’ and agogos meaning ‘leading
• , first appeared in the mid- to late-1500s, in Middle
French
• and has roots in Latin and Greek. It literally meant "to
guide or teach a child."
• art of teaching.
Engage
Teachers know their
students well and engage
them in building
supportive, inclusive and
stimulating learning
environments. Teachers
motivate and empower
students to manage their
own learning and develop
agency
 Explore
Teachers present challenging
tasks to support students in
generating and investigating
questions, gathering
relevant information and
developing ideas. They help
students expand their
perspectives and
preconceptions, understand
learning tasks and prepare
to navigate their own
learning
 Explain
Teachers explicitly teach
relevant knowledge,
concepts and skills in
multiple ways to connect
new and existing knowledge.
They monitor student
progress in learning and
provide structured
opportunities for practicing
new skills and developing
agency
Elaborate
Teachers challenge
students to move from
surface to deep learning,
building student ability to
transfer and generalize
their learning. They
support students to be
reflective, questioning
and self-monitoring
learners
 Evaluate
Teachers use multiple forms of
assessment and feedback to
help students improve their
learning and develop agency.
They monitor student progress
and analyse data to draw
conclusions about the
effectiveness of their teaching
practices, identify areas for
improvement and address
student individual needs.
Pedagogical Considerations
Hidden Curriculum
•  side effect of an education
• "[lessons] which are learned but not openly intended"
Learning Space
• physical setting for a learning environment
• Learning spaces are highly diverse in use, learning styles,
configuration, location, and educational institution.
• They support a variety of pedagogies, including quiet study,
passive or active learning, kinesthetic or physical learning,
vocational learning, experiential learning, and others.
Learning Theories
•  conceptual frameworks describing how knowledge is absorbed,
processed, and retained during learning
• Cognitive, emotional, and environmental influences, as well as
prior experience, all play a part in how understanding, or a
world view, is acquired or changed and knowledge and skills
retained
Distance Learning
• education of students who may not always be physically
present at a school
• Traditionally, this usually involved correspondence courses
wherein the student corresponded with the school via post.
• Today it involves online education. Courses that are conducted
(51 percent or more) are either hybrid, blended, or 100%
distance learning
Teaching Resource Adaptation
• Adapting the teaching resource should suit appropriate
teaching and learning environments, national and local
cultural norms, and make it accessible to different types
of learners.
• Classroom constraints
• Cultural familiarity
• Local relevance
• Inclusivity for diverse students
Pedagogical Approaches
Student-Centered Learning
• also known as learner-centered education
• encompasses methods of teaching that shift the focus of
instruction from the teacher to the student
• contrast to traditional education
• based on the constructivist learning theory that emphasizes the
learner's critical role in constructing meaning from new
information and prior experience.
Dialogic Learning
•  learning that takes place through dialogue
• Teachers and students are in an equitable relationship and listen to multiple
points of view.
• Types
• Paideia
• Exploratory talk for learning
• Internally Persuasive Discourse
• Formats
• Interactional
• Question-Answer
• Conversational
• Without authority
Critical Pedagogy

•  philosophy of education and social movement that developed

and applied concepts from critical theory and related traditions
to the field of education and the study of culture.
• was founded by the Brazilian philosopher and educator Paulo
Freire, who promoted it through his 1968 book, Pedagogy of the
Oppressed
Summary
Andragogy
• The methods and practices used in
teaching adults.
• Focus on independent, self-directed,
and/or cooperative learning among adults.
• Adults have control over much of their
learning experience and must be
motivated to learn. Can often seek out
new or different learning experience, at
will.
• Importance of grades might be loe to
nonexistent
Pedagogy
• The methods and practices used in
teaching, especially of children
• Focus on a teacher's methods of
transferring knowledge to a student,
who is dependent on the teacher's
methods and understanding.
• Teacher controls the learning experience
for children, and much of what is taught
is based on rigid curricula.
• Importance of grades are high