Andragogy & pedagogy ppt @ bec doms bagalkot

1. ANDRAGOGY &
PEDAGOGY
Presented By
Babasab patil
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2. Learning as a Process
Learning is defined as the process of
acquiring , assimilating, and internalizing
cognitive, motor or behavioral inputs for
their effective and varied use when
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required, leading to an enhanced capability
for further self monitored learning.
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3. Learning process
• Acquiring of new input terms of knowledge
• Assimilation
• Internalization
• Available for effective use
• Development of creativity
• Increase person’s capability
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4. Stimulus Response Theories
• Classical Conditioning
• Instrumental conditioning
• Operant Conditioning
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5. Behaviorism
 Classical Conditioning - Pavlov
A stimulus is presented
in order to get a response:
S R
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6. Behaviorism
 Classical Conditioning - Pavlov
S US
UR
CS US
CR
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7. Behaviorism
 Operant Conditioning - Skinner
The response is made first,
then reinforcement follows.
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8. Pedagogy
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9. Meaning
• 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.
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10. Constructivist Theory
• Formalization of the theory of constructivism is generally
attributed to Jean Piaget, who articulated mechanisms by
which knowledge is internalized by learners.
• He suggested that through processes of accommodation and
assimilation, individuals construct new knowledge from their
experiences.
• Constructivism is often associated with pedagogic
approaches that promote active learning, or learning by
doing.
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11. Pedagogies based on
constructivism
• Learners learn by experimentation, and not by being told
what will happen.
• They are left to make their own inferences, discoveries and
conclusions.
• It also emphasizes that learning is not an "all or nothing"
process but that students learn the new information that is
presented to them by building upon knowledge that they
already possess.
• It is therefore important that teachers constantly assess the
knowledge their students have gained to make sure that the
students' perceptions of the new knowledge are what the
teacher had intended.
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12. Pedagogies based on
constructivism
• The teacher's role is not only to observe and assess but to
also engage with the students while they are completing
activities, wondering aloud and posing questions to the
students for promotion of reasoning.
• The teacher, after reading a story, encourages the students to
write or draw stories of their own, or by having the students
reenact a story that they may know well, both activities
encourage the students to conceive themselves as reader and
writers.
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13. Cognitive Theory
• Grew in response to Behaviorism
• Knowledge is stored cognitively as symbols
• Learning is the process of connecting symbols in a
meaningful & memorable way
• Studies focused on the mental processes that facilitate
symbol connection
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14. Cognitive Learning Theory
 Discovery Learning –
Jerome Bruner
 Meaningful Verbal Learning
- David Ausubel
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15. Cognitive Learning Theory
 Discovery Learning
1. Bruner said anybody can learn anything at
any age, provided it is stated in terms
they can understand.
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16. Cognitive Learning Theory
 Discovery Learning
2. Powerful Concepts (not isolated facts)
a. Transfer to many different situations
b. Only possible through Discovery Learning
c. Confront the learner with problems and help
them find solutions. Do not present
sequenced materials.
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17. Cognitive Learning Theory
 Meaningful Verbal Learning
Advance Organizers:
New material is presented
in a systematic way, and is
connected to existing
cognitive structures in a
meaningful way.
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18. Cognitivism in the Classroom
• Inquiry-oriented projects
• Opportunities for the testing of
hypotheses
• Curiosity encouraged
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19. Cognitive Dissonance Theory
• Comes from social psychology
• One of the most famous and influential theories
• Proposes that people have a motivational drive
to reduce dissonance
• By changing their attitudes, beliefs, and
behaviors, or
• By justifying or rationalizing their attitudes,
beliefs, and behaviors
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20. Cognitive Dissonance
• Cognitive Dissonance:
The distressing mental state caused by
inconsistency between a two beliefs or a belief and
an action.
• Assumption: Humans are consistent. Must
find a resolution when beliefs conflict, or
actions don’t match beliefs.
• Example: Slavery and Democracy
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21. Reducing Dissonance
• Whenever there is dissonance, we seek to reduce
it.
1. Selective Exposure: The tendency to avoid information
that creates cognitive dissonance and seek out
information, people who support our beliefs.
• How to overcome persuasively?
– Avoid the hard sell
– Warm personal relationships
– Example: racial discrimination and my brother
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22. Postdecision Dissonance
Strong doubts experienced after making an important,
close-call decision that is difficult to reverse.
– “buyers remorse”
• Motivates us to seek reassurance, support for our decision.
• Afterwards, tend to rate our choice higher
– Example: Sour Grapes
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23. 3. Minimal Justification for Action
Induces Shift in Attitude
• The best way to change attitudes is to get someone to
behave in a way dissonant with their beliefs with the
least amount of incentive.
– If there isn’t significant external incentive, people
tend to change attitudes to justify their behavior
– If external incentive too high, merely achieve
compliance (behavioral conformity without
attitude change)
• Example: Would I lie for a dollar?
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24. Adult Learning Theories
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25. Andragogy
Rewriting
and experience
repeating
Reflection &
Applying
sharing
Generalizing Interpretin
Exp g
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26. 2-26

27. Androgogy
By definition of an adult is someone who has achieved
the self concept of being responsible for their own life.
Adult Learning: Theories, Assumptions, and
Perspectives “The art and science of helping adults
learn”
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28. Cont….,
• ANDRAGOGY
• Adults are Autonomous and Self -Directed.
• Adults Have Accumulated a Foundation of Life
Experiences and Knowledge.
• Adults are Relevancy-oriented
• Adults are Goal-oriented
• Adults are practical Implication for Training
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29. Cont….,
• Adults are likely to resist learning conditions that
conflict with their self concept.
• Adults need to be free to direct themselves.
• Trainer must actively involve adult participants in
the learning process and serve as facilitators for
them.
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30. 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
1950s
• Andragogy finally surfaced and became part of the educational
language in 1967 with Malcolm Knowles, a prominent scholar in
the field of adult education.
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31. Andragogy Defined
• The term andragogy is based on the Greek work aner (with the
stem andr-) meaning „man not boy‟ (Plato‟s idea that adults
continue to learn
• The Modern Practice of Adult Education: Andragogy versus
Pedagogy (1970) Malcolm Knowles
• Knowles defines andragogy as the art and science of helping
adults learn in contrast with pedagogy, which concerns helping
children learn
• Is Andragogy a learning theory or a set of assumptions?
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32. Assumptions of Andragogy
• Adults need to know why they need to learn something
• Adults need to learn experientially
• Adults approach learning as a problem solving
• Adults learn best when the topic is immediate value
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33. 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
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34. Malcolm Knowles
• In the minds of many around the adult education field,
andragogy and the name of Malcolm Knowles have
become inextricably linked. For Knowles, andragogy is
premised on at least four crucial assumptions about the
characteristics of adult learners that are different from the
assumptions about child learners on which traditional
pedagogy is premised. A fifth was added later.
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35. Cont……
• 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
• Experience: As a person matures he accumulates a growing
reservoir of experience that becomes an increasing resource
for learning.
• Readiness to learn. As a person matures his readiness to learn
becomes oriented increasingly to the developmental tasks of
his social roles.
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36. Cont……
• 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 subject-
centeredness to one of problem centeredness.
• Motivation to learn: As a person matures the motivation to
learn is internal
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37. Four Supporting Assumptions according to
Dirkx, Lavin, and Pelavin (1995)
• Diverse, active learners: wealth of experiences
• Problem-oriented: pragmatic learners, seeking to improve
their performance
• Control of their own learning: voluntary learners who take
seriously their decision to return to school.
• Strong sense of self: varying degrees of self-efficacy, but
sense of self plays a major role in their learning
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38. A comparison of the assumptions of Pedagogy and
Andragogy
ANDRAGOGY PEDAGOGY
• A comparison of the • A comparison of the
assumptions of pedagogy assumptions of pedagogy
and andragogy and andragogy
• Of little worth. Hence • A rich resource for
learning. Hence teaching
teaching methods are
methods include
didactic
discussion, problem-solving
etc.
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39. Cont.,…
ANDRAGOGY PEDAGOGY
• People learn what society • People learn what they need to
expects them to. So that the know, so that learning
curriculum is standardized. programmes organized around
• Acquisition of subject matter. life application.
Curriculum organized by • Learning experiences should
subjects. be based around experiences,
since people are performance
centered in their learning
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40. Kolb’s Learning Cycle
– David Kolb, Professor of Organizational
Behaviour, Weathered School of
Management, Cleveland
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41. EXPERIENCING
Immersing yourself
in the task
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42. REFLECTION
What did you
notice?
EXPERIENCING
Immersing yourself
in the task
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43. CONCEPTUAL-
ISATION
What does
it mean?
REFLECTION
What did you
notice?
EXPERIENCING
Immersing yourself
in the task
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44. CONCEPTUAL-
ISATION
What does
it mean?
REFLECTION
PLANNING What did you
What will notice?
you do next?
EXPERIENCING
Immersing yourself
in the task
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45. CONCEPTUAL-
ISATION
What does
it mean?
REFLECTION
PLANNING What did you
What will notice?
you do next?
EXPERIENCING
Immersing yourself
in the task
Activist
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46. CONCEPTUAL-
ISATION
What does
it mean?
REFLECTION
PLANNING What did you
What will notice?
you do next? Reflector
EXPERIENCING
Immersing yourself
in the task
Activist
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47. CONCEPTUAL-
ISATION
What does it mean?
Theorist
REFLECTION
PLANNING What did you
What will notice?
you do next? Reflector
EXPERIENCING
Immersing yourself
in the task
Activist
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48. CONCEPTUAL-
ISATION
What does it mean?
Theorist
REFLECTION
PLANNING What did you
What will notice?
you do next? Reflector
Pragmatist
EXPERIENCING
Immersing yourself
in the task
Activist
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49. CONCEPTUAL-
ISATION
What does it mean?
Theorist
REFLECTION
PLANNING What did you
What will notice?
you do next? Reflector
Pragmatist
EXPERIENCING
Immersing yourself
in the task
Activist
Dave Watts 2003
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50. Concrete
Experience
Active Reflective
Experimentation Observation
Abstract
Conceptualization
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51. Concrete Experience
• Laboratories • Films/Videos
• Observations • Readings
• Text Readings • Problem Sets
• Simulations/Games • Examples
• Field Work
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52. Reflective Observation
• Logs • Thought Questions
• Journals • Rhetorical Questions
• Discussion • E-Mail List Serves
• Brainstorming • On Line Discussion
Forums
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53. Divergers Ask:
“What is it?”
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54. Abstract Conceptualization
• Lecture • Projects
• Papers • Analogies
• Model Building
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55. Assimilators ask:
“What does it
mean?”
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56. Active Experimentation
• Simulations • Field work
• Case Studies • Projects
• Laboratories • Homework
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57. Convergers ask:
“What can I
do?”
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58. Accommodators ask:
"How can I do
it?”
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