Pedagogy versus Andragogy Debate. Presented by Lynette Favors April 7, 2008

Table of Content Definition of learning slide 4 Definition of pedagogy slide 5 Characteristics of pedagogy slide 6 Definition of Andragogy slide 7 Five assumptions of andragogy slide 8 Characteristics of andragogy slide 9 Similarities slide 10 Differences slide 11 Cognitive Learning Theory slide 13 Constructivism Learning Theory slide14 Cognitive Learning Theory slide15 Constructivism Curriculum slide 16 Educational Applications slide 17 References slide 19

Position Statement Adults learn differently than children. Research and course materials indicate that pedagogy is a foundational, educational approach to teaching children. Contrary, is the educational approach andragogy that supports the learning styles and existing experiences of the adult learner.

Definition of Learning Learning is defined as a permanent change in behavior or as a knowledge acquired by study Learning is defined as a permanent change in behavior or as a knowledge acquired by study

Definition of Pedagogy “Pedagogy has been defined as the art and science of teaching children” ( Knowles, 1984).

Teacher centered learning Passive receptacles of knowledge Limited life experience No control on content of learning Motivation of the learner is external Compulsory education Characteristics of Pedagogy

Definition of Andragogy “Andragogy is defined as the art and the science of helping adults learn” (Knowles,1984)

Five Assumptions of Andragogy 1.The adult learner has an independent self-concept and who can direct his or her own learning 2.The adult learner has accumulated a reservoir of life experiences that is a rich source of learning 3.The adult learner has learning needs closely related to his or her changing social role 4.The adult learner is problem centered and interested in the immediate application of knowledge 5.The adult learner is motivated to learn by internal factors.

Characteristics of Andragogy Student centered learning Wealth of experience Problem centered learning Relevance of learning required Voluntary education Internal motivation Self directed Autonomous learners

Similarities … widely used educational approaches in the learning environment. … children and adults need clarity as to what they are responsible to know. …learning and knowledge is a key factor in both approaches.

Differences Pedagogy Children are… dependent; take no responsibility for teaching self. They respond favorably to a teacher-centered learning environment. The teacher controls all facets of the learning: how, what, when and where. Andragogy Adults are … independent; take pride in gathering information and applying information. No one person in the learning environment dominants. Both learner and facilitator contribute to the learning environment. Personal experiences often surpass the original content knowledge

Differences con’t Pedagogy Children have… few experiences therefore, the teacher must draw on experiences that are relevant and connect to the child’s realm of thinking. Andragogy Adults have … many experiences often content relevant and beyond; relevance pertains to what is being taught; therefore, facilitator will use the adult learner’s experiences as an impetus to lesson plans.

Cognitive Learning Theory Jean Piaget’s cognitive development theory is an important aspect of teaching children. Piaget’s developmental levels help educators incorporate the use of formal and informal assessment tools that are relevant to the group’s cognitive ability (Ormrod, 2005). –Children can do only what they can understand at different stages. –Children influence the course of their development through their exploratory activities and they should be given learning materials appropriate to each stage of growth. (University of Phoenix, 2002)

Constructivism Learning Theory Constructivism is an educational practice that promotes independent explorations and thinking on the part of the learner, as teachers act as facilitators. E-learning technology has shifted the role of educator as distributor of content knowledge to that which reflects educators as facilitators/ assessors of learning outcomes. The adaptation of different distance learning technologies through the e-learning environment uses constructivist principles of learning. Constructivism challenges traditional learning theories that are rooted in pedagogy and rely on what learners have learned and how they have learned it.

Cognitive Learning Theory Impacts Curriculum Design Curriculum design for children utilizes…  O bservations  interviews  hands-on tasks  supplemental strategies that allow the examination of the reasoning abilities of children (2005).  and incorporates how learning occurs and instructional methods that support cognitive abilities.

Constructivism Learning Theory Impacts Curriculum Design Curriculum design for the adult learner …  is specifically designed for active participation as opposed to passive learning.  is individualized and self-paced  requires a higher level of thinking and questioning  cooperative learning techniques are highly interactive, structured and systematic  involves authentic real world context

Educational Applications for pedagogy Teachers need to develop lesson plans that allow for increased classroom interaction. Learning and knowledge occurs when children interact

Educational Applications for andragogy Educators must facilitate not dominate. Adult learners must be provided with relevant information pertaining to the subject-matter; Clarity in expectations is a motivational tool that increases active engagement. Learning facilitation allows the adult learner autonomy over how, when, why, and what they learn. Lesson plans developed specifically for adult learners allow for the use of unique histories that make learning relevant and personal. The incorporation of metacognitive skills that hone in on active learning strategies and self-directed learning.

References principles of adult education. San Fracisco: Jossey Bass. Ormrod, J. E. (2003). Theories of Development. (Ed.). Lifespan Development and Learning (pp. 1-18). Prentice-Hall. Retrieved March 22, 2008 University of Phoenix eResource database Magnussen, L.(2008). Applying the Principles of Significant