Transcript From Andragogy to coaching

FROM PEDAGOGY TO
ANDRAGOGY
BEST PRACTICES FOR AN ENGAGED LEARNER
MELISSA MAYBURY LUBIN
DIRECTOR, VIRGINIA TECH RICHMOND &
HAMPTON ROADS CENTERS
2013 CONFERENCE ON HIGHER EDUCATION
PEDAGOGY
OBJECTIVES
• Understand the meaning of andragogy and how it
aligns with 21st Century learning
• Learn the principles of andragogy
• Share best practices for embracing these principles
for student engagement
LENS OF LEARNING IN THE
21ST CENTURY
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Bloom’s Taxonomy
Learning Styles
Generations
Culture
Personality Type
Technology
Globalization
Adult Learning
And many more…
WHAT IS ANDRAGOGY?
• Definition
• Scholars
• Andragogy & Pedagogy
THE PRINCIPLES OF ADULT
LEARNING
• Need to Know
• Self-Concept of the Learner
• Role of Experience
• Readiness to Learn
• Orientation to Learning
• Motivation to Learn
(Knowles, 1973)
THE NEED TO KNOW
• Adults need to know why they should learn
something before they will engage themselves in
learning it
• Learners discover gaps in their lives—where they are
now and where they want to be—prompting selfawareness and the need to know (Knowles, 1990)
SELF-CONCEPT OF THE LEARNER
• Adults become more independent, increasing their
interest in self-directed learning
• The “needs and experiences of the learner take
precedence over the expertise of the instructor”
(Pratt, 1993, p. 19)
• Adults choose mentors, role models and experts to
assist their need for self-direction (Brookfield, 1993)
ROLE OF EXPERIENCE
• Adults rely on their experiences to guide their
behavior and create new learning
• “The resource of highest value in adult education is
the learner’s experience” (Lindeman, 1926, p. 9)
READINESS TO LEARN
• “As an individual matures, his readiness to learn is
decreasingly the product of his biological development
and academic pressure and is increasingly the product
of the developmental tasks required for the
performance of his evolving social role” (Knowles, 1973, p. 46)
• Adults are driven to learn new skills or understand new
concepts based on the ever-changing demands of work
and life, so timing the learning to correspond with the
tasks at hand is at the heart of this principle of adult
learning.
ORIENTATION TO LEARNING
• “The aim should be, not to teach adult students that,
e.g., a subject called economics exists and needs to be
studied but rather that there are economic factors in his
total situations and that he must somehow come to
know how to deal with these” (Lindeman, 1926, p. 74).
• Adults have a problem-centered approach to learning
(Knowles, 1973)
• Adults are motivated to learn something new when
confronted with real-life issues (Knowles, 1990)
MOTIVATION TO LEARN
• Adults are more potently motivated by internal
factors (self esteem, quality of life, societal interests)
than external ones—higher salaries and better
grades (Knowles, 1990)
ACTION LEARNING
• Choose a principle(s) that resonates within you
• As a small group, ask:
• How do you apply this principle in your teaching?
• How can you embrace this principle to maximize student
learning and engagement?
• Record your answers and share with the larger group
RESOURCES
• Knowles, M.S. (1973). The adult learner: A neglected species.
Houston, TX: Gulf Publishing Company.
• Knowles, M. S. (1990). The adult learner: A neglected species. (4th
ed.). Houston, TX: Gulf Publishing Company.
• Lindeman, E.C. (1926). The meaning of adult education. New York:
New Republic.
• Pratt, D.D. (1993). Andragogy after twenty-five years. In. S.B. Merriam
(Ed.), New directions for adult and continuing education, Spring (57),
(pp. 5-14). San Francisco, CA: Jossey-Bass.