Class 3 knowles principles of andragogy rev
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The document discusses Knowles' principles of andragogy and adult learning theory and practice. It provides an agenda for a class session that will discuss andragogy and how learner-centered educators are. The session will also examine how andragogical approaches impact health professions education and when they are appropriate. The document then contrasts pedagogical and andragogical assumptions about learning. Finally, it contrasts pedagogical and andragogical design factors for learning experiences.
Class 3 knowles principles of andragogy rev
- 1. Theoretical Orientations to Learning Knowles’ Principles of Andragogy Theory and Practice of Adult Learning Class Session 3 – May 31, 2017
- 2. Agenda Discussion of Andragogy •How learner-centered are you as an educator? •To what degree do andragogical approaches make a difference in health professions education? •When are they appropriate? Your educational biography •How has it influenced your theoretical orientation to learning? •Discussion of the 5 theoretical orientations Your self-directed learning project contract
- 3. Pedagogical Andragogical Assumptions Assumptions Postponed time application Subject-centered orientation to learning Self concept is one of dependency Experience is of little value Readiness to learn depends on biological development Immediacy of time application Problem centered orientation to learning Self concept is toward increasing self-directedness Learners have a rich resource of experience for learning Readiness depends on developmental tasks of social roles
- 4. PEDAGOGICAL ANDRAGOGICAL DESIGN FACTORS DESIGN FACTORS Teacher develops objectives Material learned in content units Use of transmittal techniques Authority oriented, formal climate, often competitive Teacher plans learning experience Teacher diagnoses needs and evaluates learning Mutual negotiation of objectives Content sequenced according to learner readiness Experiential, inquiry techniques Climate characterized by mutuality, respect, collaboration, and informality Mutually planned /evaluated learning experience