1. Andragogy Learning Theory
Definition/Etymology:
In contrast to pedagogy which means “to lead or teach the child,” andradogy means “to lead or teach the (wo)man.”

2. History
Term originally used by German educator Alexander Kapp in (no image available)
Developed into practice in adult education by American educator Malcolm Knowles in the 1950's and later.

3. Key Elements
Applies to any form of adult learning, and has been used extensively in training programs and management.
Adults need to be involved in planning and the evolution of their learning experiences.
Experience provides basis for learning.
Adults are most interested in topics and subjects that have relevance to their jobs or personal life.
Adult learning should be problem/solution oriented rather than content oriented.

4. Why Andragogy is Important to Us
As administrators, a big focus of our jobs will be the continuing education of the adult colleagues we work with. It is important that we use research-based techniques to help successfully facilitate this process.
I would argue that many of these concepts could lead to success with all age groups, including our students.

5. Applications
Many of the professional development classes I have taken did not follow these principles.
The ones that did always seemed to have more participant response and interaction.
Students and adults could benefit from real-life, relevant lessons and scenarios to work with in a variety of subjects.
Administrators could use these techniques/ideas to construct efficient, engaging inservice curriculum.

6. Applications continued
The concept of being problem/solution based could lead to resolutions of issues in our schools.
If staff feels they have a voice and active role in problem solving, they could have more “buy-in.”
Staff could take a more proactive role in finding and building their own professional development activities.

7. Evaluation-Strengths
I see this as a strong theory for us because much of what we do as educators/administrators is solve problems and challenges for our students, staffs and buildings. If there is buy-in for learning about relevant issues it may lead to more sustainability.
This theory helps us model lifelong learning for our colleagues and students and helps foster a community of learning in our schools.
Could lead to more productive and responsive professional development opportunities.

8. Evaluation-Weaknesses
If educators do not perceive that the learning activities presented to them are relevant, much of the strength of this theory is gone.
To find truly relevant training for all staff, it might be necessary to diversify inservices and other professional development activities. While this seems a laudable goal, it could be logistically difficult and expensive.

9. Sources Instructionaldesign.org Wikipedia.org Andragogy.net
Www-distance.syr.edu
Moving From Pedagogy to Andragogy