1. Meaning of pedagogy Peda means child
Gogy means art and science of teaching
Thus Pedagogy is the art and science of teaching children.
Science: the knowledge of theories of learning and instructional strategies for teaching
Art: correctly putting theories into practice and building up teaching experiences.
Effective teachers use an array of teaching strategies because there is no single, universal approach that suits all situations. Different strategies used in different combinations with different groupings of students will improve learning outcomes.

2. Pedagogue is defined as “a schoolteacher
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.

3. Principles of pedagogy
Commitment to students and learning
Teachers know their subjects
Teachers know how to teach those subjects
Teachers are responsible to managing and monitoring student learning.
Teachers think systematically about their practice and learn from experiences.

4. Assumptions of pedagogy
The teacher’s concept of the learner is that of a dependent personality. The only role for the learner is that of submissively carrying out the teacher’s directions.
The learner’s experience is of little worth as a resource for learning.
Learners become ready to learn what the teachers tell them they must learn if they want to pass and get promoted. Readiness to learn is largely a function of age.
Learners have a subject-centered orientation to learning and see learning as acquiring subject-matter content.

5. Pedagogy-why it matters?
Needs Assessment - What learning is needed?
They change learner performance by figuring out what each learner needs and which strategies will work to unlock patterns that have not been working.
Good teachers/trainers are very good at diagnosis and the customization of instruction.
They keep checking for understanding and they keep searching for the intervention that will enable each learner to succeed.
They do everything possible to give learners good reasons and they view each and every dropout as a personal failure.
They don't shrug off dropouts as a minor issue. .

6. Professional Growth - How can I improve my teaching/training?
Effective teachers/trainers cannot afford to rest or coast for very long because the learners have a way of bringing a remarkable new set of challenges into the classroom each day.
A teacher/trainer who stops adding to her or his repertoire of effective strategies is too much like a knife grown dull for lack of sharpening.

7. Classroom Culture - How do I cultivate the class culture for learning?
While the importance of emotions and the social aspects of learning are rarely addressed by factory-style reformers, these aspects of classroom life are crucial
If a teacher /trainer does not create a culture that is safe, comfortable, encouraging and supportive, learning may not occur.
The art of teaching/training includes the nurturing of group norms that allow learning to thrive
The science of teaching/training is less effective at reducing fears, freeing dreams and inspiring even disadvantaged students to reach for stars.

8. Strategy - How do I teach to maximize results?
Effective teachers/trainers possess rich repertoires of instructional moves and techniques.
They devote time to matching strategy to situation.
But they also understand the trial-and-error aspects of helping learners untangle patterns of failure and frustration.
Strong teachers/trainers make sure their efforts to match technique to learners are guided by intuition, empathy and some of the softer aspects of human knowing.

9. Resource Management - How do I make do with what we have?
Good teachers/trainers learn to make good things happen for learners despite these shortages, distractions or threats.

10. Problem Solving - What could go wrong and how do I cope?
Life in classrooms is ripe with surprises, but not all of these surprises need to stall forward progress.
teachers/trainers try to anticipate what might go wrong and have backup plans ready just in case. If the computer network suddenly freezes and a lesson requiring Internet access is suddenly blocked, the teacher/trainer immediately asks learners to brainstorm questions to pursue once the network recovers. No problem.

11. Malcolm S. Knowles
Malcolm Knowles ( ) was an American educator well known for the use of the term “Andragogy” as a synonymous to the adult education.

12. Meaning of Andragogy
The term Andragogy was originally coined by German educator Alexander Kapp in 1833.Andragogy was developed into a theory of adult education by Eugen Rosenstock Huessy, Malcolm Knowles who was an American practitioner and theorist of adult education. "the art and science of helping adults learn based on certain crucial assumptions about the differences between children and adults as learners" Knowles,1968 andragogy has come to be understood as an alternative to pedagogy; a learner- focused approach for people of all ages. Pedagogy can also be thought of as "teacher- centered or directive" learning, and andragogy as "learner-centered/directed."

13. Andragogy refers to methods and principles used in adult education
Andragogy refers to methods and principles used in adult education. Greek word ‘Andr’ means man ‘Agogus’ means ‘leader of’ It literally means “leader of man” whereas pedagogy refers to leading children.

14. Two primary understandings of Andragogy
The science of understanding(theory) and supporting (practice) lifelong education of adults.
In the traditions of Malcolm Knowles, a specific theoretical and practical approach, based on a humanistic conception of self directed and autonomous learners and teachers as facilitators of learning.

15. Jarvis(1990) the andragogic cycle includes: study of needs and motives, planning the educational process, programming the educational content, preparing and organising the process, implementing and evaluating the process and product of the exercise. Krajne(1991) andragogy is the art and science of helping adults learn and the study of adult education theory, processes and technology to that end.

16. Conen
Content
Learner
Andragogy
Pedagogy
Learner
Content

17. 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.

18. Assumptions of Andragogy
Has an independent self concept and who can direct his/her own learning.
Has accumulated a reservoir of life experiences that is a rich resource for learning.
Has learning needs closely related to changing social roles.
Is problem centred and interested in immediate application of knowledge.
Is motivated to learn by internal rather than external factors.

19. 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

22. Need to know: Adults need to know why they need to learn something before undertaking it. An adult when learning their own, spends a large amount of energy and time trying to understand the value of the new learning. Either the benefit from the learning or the consequence of not learning. The adult learners need either to be told or even better to be led to discover why certain knowledge is worth learning.

23. The learner’s 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. Adults have a self concept of being responsible for their own decisions, for their own lives. Andragogy asserts that adults have a need to be self directing.

24. Role of learner’s Experiences: As a person matures he accumulates a growing reservoir of experience that becomes an increasing resource for learning in the classroom.

25. Readiness to learn: As a person matures his readiness to learn becomes oriented increasingly to the developmental tasks of his social roles. Andragogy assumes that adults are living their lives while learning. The contexts of life demands lead adults to prioritize different learnings at different points. At any given point in life , adults are ready to learn those things they need to know and be able to do in order to cope effectively.

26. 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.

27. Motivation to learn: As a person matures the motivation to learn is internal

28. Pros
Students are motivated by internal/ external motivation.
Self-Directed Learning is a reflective and action-oriented process.
Learning can be linked with other students.
Self directed and allows the learners to take control of his/her learning.
Broad based and the method can be implemented in a variety of educational situations.

29. Cons
Problem solving skills may differ among adults from different cultures, causing problems among group members during activities.
Since Self-Directed Learning is unstructured and independent, it is easy for students to become unproductive.
Difficulty balancing accomplishing the work with learning from the work.

30. Pedagogical Andragogical The Learner
The learner is dependent upon the instructor for all learning
The teacher/instructor assumes full responsibility for what is taught and how it is learned.
The teacher/instructor evaluates learning
The learner is self-directed
The learner is responsible for his/her own learning
Self-evaluation is characteristic of this approach

31. Role of the Learner’s Experience
Pedagogical
Andragogical
Role of the Learner’s Experience
The learner comes to the activity with little experience that could be tapped as a resource for learning
The experience of the instructor is most influential
Learner brings a greater volume and quality of experience
Adults are a rich resource for one another
Different experiences assure diversity in groups of adults
Experience becomes the source of self-identify

32. Readiness to Learn Pedagogical Andragogical
Students are told what they have to learn in order to advance to the next level of mastery
Any change is likely to trigger a readiness to learn
The need to know in order to perform more effectively in some aspect of one’s life
Ability to assess gaps between where one is now and where one wants and needs to be

33. Orientation to Learning
Pedagogical
Orientation to Learning
Andragogical
Learning is a process of acquiring prescribed subject matter
Content units are sequenced according to the logic of the subject matter
Learners want to perform a task, solve a problem, live in a more satisfying way
Learning must have relevance to real-life tasks
Learning is organized around life/work situations rather than subject matter units

34. Motivation for Learning
Pedagogical
Motivation for Learning
Andragogical
Primarily motivated by external pressures, competition for grades, and the consequences of failure
Internal motivators: selfesteem, recognition, better quality of life, self-confidence, self-actualization

35. Reference
Knowles, Malcolm S., Elwood F. Holton III, and Richard A. Swanson. (1998) The Adult Learner
Houston: Gulf Publishing