1. An Andragogical Model for Learning Chapter 6
CAE 213 Introduction to
Adult Education

2. Content & Process
Traditional educators use a pedagogical model that is strongly focused on content (Tyler).
Andragogical educators use a model that is strongly focused on learning process.

3. Discussion 1
Discuss the implications of dealing with the learning process first and then the content, versus dealing with the content and then the learning process.
How would this apply to mentoring?

4. Content & Process
In fairness to pedagogues, they also study the learner but not as a primary consideration.
In fairness to andragogues, they also may have a content checklist but not as a primary consideration.

5. Discussion 2
Report on a personal experience where the climate was not conducive to learning. Cite ideas from the chapter that speak directly to this situation.
The school in David Copperfield

6. Elements of the process
Preparing the learner
Developing a conducive climate for learning
Creating mechanisms for mutual planning
Diagnosing the needs for learning
Formulating program objectives

7. Discussion 3
Why is the idea of program/learning objectives so controversial within adult education?
Why is the idea of program/learning objective not controversial within public education, colleges, and universities?
(Agency underwriting the program?)

8. Elements of the process
Preparing the learner
Developing a conducive climate for learning
Creating mechanisms for mutual planning
Diagnosing the needs for learning
Formulating program objectives
Designing a pattern of learning experiences
Conducting these learning experiences
Evaluating the learning outcomes

9. Charting the different approaches Case Study: DR Theological Education Program
Element
Pedagogical Approach
Andragogical Approach
Preparing Learners
Minimal – completion of primary education, commitment to study,
Focus strongly on content
Provide info to learner
Prepare for active participation
Develop realistic expectations
Begin outlining content
Climate
Authority-oriented, formal, competitive
[Teacher is authority!]
Relaxed, trusting, mutually respectful, informal, open, collaborative, supportive
Planning
By teacher for students
The teacher outlines the content that must be mastered if the student is to move to a new course.
Mechanism for mutual planning by learners and facilitator – The learners should outline a plan of study that addresses issues they will face.

10. Charting the different approaches Case Study: DR Theological Education Program
Element
Pedagogical Approach
Andragogical Approach
Diagnosis of Need
By teacher
By mutual assessment using the planning table analogy and including stakeholders.
Setting of Objectives
In mutual negotiation
Designing learning plans
Build around systematic study of content
Sequenced by readiness, assessed via case studies
Learning activities
Transmittal techniques
Experiential techniques
Evaluation
Mutual re-diagnosis of needs Stakeholder measurement of progress

11. Discussion 4
Discuss the purpose and process of program evaluation on the primary evidence that you think
(1) would satisfy the learner,
(2) would satisfy the facilitator,
(3) would satisfy the agency financially underwriting the program.