The Principles of Andragogy: Theory Practice, Examples and Application

Education continues until the time an individual has finished their formal schooling. At this point, the learner is no longer being a young person who is who is ready to join the workforce and begin working. Therefore, the methods of teaching that worked well to educate students in elementary secondary school, high school or even in college may not be as effective.

What is the best way to support a teacher to teach adults?

That's where andragogy comes in.

Andragogy, which is the method of teaching adults, is a distinct approach to teaching of pedagogy, which is the most common method of teaching children. The basis of andragogy lies in the notion that adults are more motivated and conscious than children are and thus they are able to learn by focusing around their lives, not of their academic skills. This is why the methods of teaching and learning based on andragogy focus upon hands-on learning activities, that allow students to engage and actively participate.

Teachers have utilized andragogy for teaching for many years it was not until recent that we began to understand the reasons behind this method that is extremely effective.

Find it out:

•       What Andragogy is
•       The History and Development of Andragogy
•       The assumptions as well as Principles of Andragogy
•       The criticisms and limitations of the Andragogy
•       What is the best way to use andragogy in teaching?
•       The resources and methods to instruct Andragogically

What is exactly Andragogy?

Andragogy Also known as Adult Learning Theory, is a theory that states that adults should take part in the development, execution, and assessment of their learning plans. In other words, the educational materials designed for adults should reflect the belief that adult learners are autonomous and can make informed choices for themselves.

When teachers give adult students free rein to explore their surroundings while studying their subject, they're more likely to keep the information they've received and use it for their own specific job. This is precisely the reason this teaching concept has been effective in helping adult learners explore various fields of study, including nursing or business training, military transport and engineering.

The History and Development of Andragogy

The word "andragogy" was first coined during the works of Alexander Kapp, a German educator in 1833, to define the elements of Plato's educational theory. It was taken out of common terms used in education. It did not return until 1921, when American educators Eduard Lindeman and Eugen Rosenstock-Hussey used it in their research. Lindeman and Rosenstock-Hussey both argued that "adult training requires special educators as well as techniques and philosophies" and classified these requirements as an broad term that encompasses andragogy.

But it was Malcolm S. Knowles, an American educator who was the first to popularize the concept and set the groundwork for the modern approach to andragogy. In the 1950s, Knowles was the director-executive of the Adult Education Association of the United States of America. He later served as professor in Boston University (BU) from the year 1960 through 1974. It was during his time at BU in the year 1960, Knowles started to recognize the shortcomings of formal educational contexts and looked for a more comprehensive approach towards adult education.

He suggested andragogy as an alternative to the weaknesses of education. Knowles considered that the fundamentals of pedagogy, the process of teaching children, don't apply to adult education. Thus, traditional pedagogical teaching methods like lectures that are based on content assessments, tests, and drills as well as rote learning are not appropriate for adults.

Knowles invented his andragogical method built on five fundamental assumptions or principles (more about this later):

• Adults thrive when they are in a learning environment that is self-directed.
• Adults are taught best through past experiences. It is not easy to make mistakes.
• In order for adults to acquire an aptitude to study, they must be aware of the impact that the topic they're studying affects their personal life, their careers or their social lives.
• Adults learn best by focusing on the problem rather than what they are learning.
• Adults are motivated by internal factors, not outside pressures.

Malcolm Knowles wrote popular works on informal adult education and self-direction with the help of his spouse Hulda. His work Malcolm Knowles was the key element that changed the purpose of adult educators from merely providing instruction to help students learn more.

Principles of Andragogy

In his defense of andragogy Malcolm Knowles proposed six principles for educators looking to adopt the andragogical methods for teaching. These principles are Self-concept adult learner experience, Readiness to learn, Orientation towards learning, the desire to learn and Active learning.

Principle 1. Self-Concept

In his work from 1975, Self-Directed Learning: A guide for Teachers and Learners, Malcolm Knowles described maturation as a process "in where people are able to take on their own initiative, whether regardless of the aid from others, when it comes to identifying their personal need for learning, setting plans for learning goals, identifying the material and human resources for learning, choosing and implementing the most appropriate method of learning, and then assessing learning outcomes."

Put simply, as people grow older, they would like to be able to pick what they want to learn and the best way to acquire it as well as the exact time they would like to master it. That's what self-concept means -the adult growing more independent and self-reliant as they age.

Teachers are not unable to guess what their students require, but this method is not pedagogical, but rather andragogical. Teachers in andragogy allow students to take their own decisions in their learning, be it by letting them choose how they'll be exposed to the latest knowledge, or by giving them the ability to make their own tests, or creating a learning environment that is collaborative that students can flourish in.

In this scenario, an teacher in a middle school that is pedagogical could stand in front of the class and explain using a graph, the way in which seeds begin to develop, grow to become trees. A method of teaching andragogy to students about this is encouraging the students to take seeds from every crop or fruit they enjoy and then place the seeds in the container of their choice and tend the plant daily, and record their observations for the following few weeks or months.

They are likely to to be engaged in the learning process given the opportunity to pick the parts of the course.

 Principle 2. Experiential Experience of Adult Students

Adult learners have access to an expanding reservoir of life experiences, which is a significant element in their learning. The unique learning experience is comprised of work-related education, working experience the work environment, and other life events.

In contrast to children, who have no knowledge and rely heavily on the experiences of others in order to gain information, adults are able to draw on their own experiences and knowledge to add to discussions groups and comprehend the topic more. If the concepts that a teacher introduces are unfamiliar to adult learners, they are able to utilize their own personal experiences to link the dots that connect previous experiences and the current understanding.

As a teacher It is your job to understand the experiences that your students from the adult group bring to the classroom. By doing this, you'll be able to incorporate them into debriefs, discussion groups, as well as explanations, to make sure that students feel respected. It can also aid in helping students process information better, as they'll be able identify information gaps in their previous experience does not fill or provide strategies to avoid mistakes that they've made.

If you're hosting an adult leadership program, you should consider involving adults who are working. Instead of simply describing ways they can enhance their leadership abilities, you should ask those who are (or were employed) in a position of executive to think about and talk about their job performance. This session can help them determine what that they have done well in their job (and ways to improve their performance) in addition to their mistakes (and the best way to improve the mistakes). ).

Principia 3. Readiness to to

"What's that in this for me? "

This is the kind of question that adults frequently are faced with when they attempt to decide what they should be receptive to as well as what they should choose be avoiding. As opposed to children, who, as sponges, soak up all the information they can when they are growing they are much more focused on what they pay their attention to.

Adults tend to be more drawn to your teaching if you demonstrate that your subject or skill has a positive effect on their work, personal, or social lives. To prepare them to learn, you'll need to explain your students why they ought to learn what you want to impart with them.

Adults who have multiple social roles (e.g., spouse, employee, parent, caregiver -) must adapt their educational level to meet the requirements required to perform their role. So, an adult who is new to the workplace is likely to acquire the skills required to excel in their job. As an example the adult who recently became a parent is more enthused about learning how to take care of children.

To increase your learners ability to comprehend, make sure your content is relevant in their work or personal life. Design activities for your course which are based on real-world scenarios with interactive components. It ensures that students are capable of applying their newly acquired skills to real-world situations.

 Principle 4: Orientation for learning

When children become adults when they reach adulthood They shift away from a focus on subjects to the idea of the concept of problem-based learning. This type of learning is focused on the acquisition of new abilities that are applicable in real-world situations. The focus shifts on the delay in application of knowledge to one that emphasizes the immediateness of applying.

When middle school students take algebra at the eighth grade, they aren't expecting to use their knowledge to solve real-life issues. In reality, they could find themselves not using it at all even if they end up working in a profession in which there's no reason to use this skill.

The flipside is that adults prefer to devote their time and energy to studying a concept or skill if they're sure they'll need to be able to apply it immediately. This is why adults aren't focused on the concept as such rather than how they will apply it in their personal and/or professional life.

Principia 5 Motivation to be a student

Remember the day you were a young kid and you were dragging your feet when your bus showed up for you to collect you from your school. Your parents pushed that you should go regardless. And when you got to class, you needed be attentive to your work since teachers and/or parents were hoping for to get high marks from you. Also, you took your class work seriously since you were aware that, if you didn't the work, you may not be qualified for the position you've always wanted.

This is a clear illustration of how the motivation of students is externaleither from their teachers, parents or even the rest of society. Children are required to attend the school, and in the event that they fail to complete the required course the child will be liable for the consequences for their conduct.

When children become adults, their motivation to learn becomes more an internal motivation. They are less concerned about who they're supposed to be learning from in schools and instead focus on their motivations for studying things. So even if the grade system is in place in andragogy, it doesn't possess the same intrinsic motivational force for adults like it does for children. Internal motivators that vary with each pupil, include self-actualization, improved level of living and self-esteem along with other motivators.

When an adult gets confronted by a challenge They find the solution to their problem. For them to climb the career ladder, they must improve their abilities (or learn new ones). Instead of learning the skills needed to please others Adult learners are seeking themselves to be educated. This is why educators need to be able to recognize the motives of adult learners and ensure that they can provide techniques that help them solve their issues efficiently and quickly.

Principiale 6"Active Learning

Over the years, educators have successfully used traditional lectures in order to convey information to their students. It's for this reason as well, they're affordable they can be used to instruct multiple students at once as well as be modified to suit any subject and target audience.

This model of teaching suggests that:

• The students do more than just sit and listen to an instructor for an hour
• The emphasis is less on transferring information, and more on enhancing the capabilities of a student.
• Students are involved in vibrant and engaging classes, which include reading and writing courses as well as discussions in the class as well as exercises
• The students are encouraged to be able to think for themselves as they synthesize, analyze and discuss the ideas
• The learners are encouraged to examine their own views and values

Strategies to encourage active learning include reflective exercises including discussions in groups, group discussions case studies, debates and games. They are particularly useful in the fields of engineering, medicine and psychology.

Criticisms and Limitations of Andragogy

While andragogical teaching methods has helped a lot of adults learn more Some teachers like Jennifer A. Sandlin and Susan B. Bastable criticized Malcolm Knowles' assumptions of andragogy. These are some of the criticisms of their work.

Some adults aren't self-directed learners.

The very premise behind andragogy is that learners who are adults self-directed. This isn't always an all-time reality. Many adults need guidance as they learn the new concepts or abilities. A great example of this is when a sales representative learns to utilize the latest software. If they're not given direction on how to use the software, they could not understand how to utilize the program.

Adults do not all are in a position to draw lessons from the experiences they have had in their lives.

Although it's true that personal experiences influence the way that an adult learns but andragogy fails to recognize that not every experience will help an adult comprehend a subject. For instance one example, the proficiency in Chinese of the Chinese natives who have used Mandarin throughout their entire life isn't helpful in learning how to speak English.

Furthermore, not everyone will be able to evaluate the event so that they can be able to learn something from them. When it comes to people with learning disabilities the physical, cognitive, and psychosocial aspects change when they get older, which can affect the capacity of their brains to connect memories to new knowledge.

Adults are able to learn new techniques and have fun doing it.

Malcolm Knowles proposed that adults learn new concepts and skills in order to resolve a problem they're facing. But this may not be the case. Adults learn for a variety of motives. Individuals who opt to learn something new or take up a new hobby might not do it in order to resolve a problem, but they may just choose to do it because they think it's entertaining.

Certain adults are pushed to study by external influences

Knowles suggested that andragogy is most effectively for adult learners since it's based on students' internal motivations. Teachers shouldn't believe that their own desires are the sole reason behind the desire of an adult to learn. Personal traits like race, class, sexual orientation, gender, could affect the decision of an adult to study as well as what they study.

Andragogy does not recognize the importance of learning within community settings.

The theory of andragogy states that adults learn skills that are related to the social job they play. In some cases, this isn't true. Certain people acquire new abilities to fill a need in their community.

In her essay from 2005 called An Analysis of Andragogy using three Critical perspectives, Jessica Sandline argues that andragogy is too focused on the learner's individual needs and does not consider the wider context of the individual learner or the need for people to tackle injustice and inequity within their own communities. According to Sandlin she thinks that a mature adult can observe the problem in their local neighborhood and acquire what skill(s) they'll require to determine the solution which benefits all.

What is the best way to implement andragogy into the Teaching

If you're looking to include andragogy into your teaching There are a few options to take into consideration:

Discover the background of your students

Being aware of what's important to adult learners can assist you in structuring your classes to be more relevant for the students' needs. It will be easier to explain concepts using familiar terms, examples or problems that students can connect to as you teach the fundamentals. This will reduce any distraction of disinterest, frustration or boredom that adult learners could experience if they don't believe your teaching program is useful.

In the case of  the example of you're educating English as the second language for Russian natives and you learn that the vast majority of them are employed in the marketing field You could then give them marketing terms and phrases they need to learn to be successful at the job.

Engage students in their learning process

Adults are actively involved in their education You must be in close communication with them in order to decide which direction they'd like to go with their lessons or classes. Students may want more time on explaining the topic, or teaching other topics.

While learning, encourage discussions as well as collaboration between learners (and teachers). Once they've finished the course, solicit comments from students about the lessons and the way the lesson was taught.

Engaging students in the learning process, the more enthusiastic pupils will be in your class.

Self-directed learning is a must.

Adults can learn the best by being able to control their personal learning. That's why it's crucial that students recognize their needs and preferences, decide on the goals they'd like to achieve, design lessons/courses specifically for them and assess their performance.

Use real-life examples in your lessons

According to Knowles' Theory of Andragogy Adults are curious about how their education will be used for in their work and personal lives. When you are creating your course, ensure that you include as many real-life examples as feasible.

In order to instruct students on how to utilize modern software, walk them on a scenario which will require them to use of the software, then explain how and why they'd make use of the tool. When you explain a subject using the problems your students face in their daily lives is more efficient rather than presenting formulas or abstract data and requiring your students to master it.

The learners can solve the issues for by themselves

Adults are more likely to have a problem orientation. Therefore, when designing your content for courses, don't give them all solutions at all at once. Instead, offer your students the opportunity to work on a problem before moving on towards an explanation of the solution. This puts them in control of their education and encourages them to think.

If you can, get students to join forces with their colleagues to talk about different solutions for the problem. When they've found some solutions, you'll be ready to join in by asking them questions and help them explain their solutions.

This approach can be enhanced with periodic homework assignments, tests or assignments, or exams to determine if they're understanding the topic.

Techniques for Andragogical Instruction

If you are an educator who is teaching adults, here's a list of strategies you could employ to reinforce and ragogically instruct your pupils:

Roleplay

Roleplay is a method of teaching that lets students explore realistic situations by interacting with each other. Therefore, instead of describing your students the steps they must take to be able to accomplish in certain scenarios, ask them to act as if they were playing it.

For instance, let's say you're educating new agents in customer service in how to manage angry customers. Instead of repeating strategies to deescalate and declaring it over have two students assume the roles of a customer who is angry and a representative to perform different scenarios.

So, all students are capable of observing how de-escalation techniques appear like and discuss the interactions.

Storytelling

Stories are a traditional way of teaching and is used for both andragogy as well as pedagogy. Adult learners gain from telling stories. It is an excellent technique to express their feelings, and aid students in learning more effectively.

If you can use examples from the real world for your argument, you can tell stories about your personal experience as a professor about the methods your students have helped other students. You can also ask your learners to tell the stories of their lives as well as personal experiences in order to drive your points home.

Pro advice: If you're working using an LMS it is possible to illustrate your tales using animated images, animations, or shades.

Microlearning

The typical attention span for adults is around 20 minutes. If the class lasts for 60 minutes, there is an excellent chance that most or all students can go home within the 30-minute time limit. The reason for this is generally the overloaded brain, something you might be able to prevent by breaking the data.

Instead of covering all the information at once Break the lesson into a series of 20-30 minutes lessons that move logically along when you are teaching your subject. Your students are able to take a break after each lesson to recharge and prepare for the next lesson.

Pro suggestion: Make learning more enjoyable for your students by handing them slides or notes that highlight the main points in each lesson. It will allow them to review what they learned, and also determine when each lesson is beginning and ending.

The classroom is where learning happens.

The great thing about technologies that are immersive is that it blurs lines between real and fictitious which means that learners are active participants rather than passive observers. Through immersive technologies instructors are able to create virtual learning environments that don't have the barriers that may occur in the real world.

As an example, suppose that an auto manufacturing firm has interns in training on how to build the vehicle's body. Instead of putting themselves at risk through demonstrating the process in a real car factory, it'd be cheaper and more secure to create an online facility in which students can learn how to construct cars.

By using VR, gamers have the opportunity to improve their skills in space that is secure and where their progress can be measured with precision.

Your adult students learn better

While the techniques used in adult education have changed since the period when Malcolm Knowles came up with the Theory of Andragogy, many of his assumptions and principles are still in practice today.

Effectively teaching adults demands that educators put the needs of their students first. They must pay attention to the knowledge they have acquired and their life experiences, as well as permit them to decide on what they prefer to learn about the latest information, and be part of their own development process.

FAQ:

What's the purpose of andragogy?

Andragogy is a theory suggested by American educator, Malcolm Knowles, on how educators can aid in adult learning.

What are the core principles of Andragogy?

The six guiding principles of andragogy:

• Self-concept Once they reach an age at which they can be considered adult, learners develop independence and become self-directed enough to take their own learning decisions.
• Adult learners draw on the wealth of their life experiences to comprehend new concepts and develop their skills.
• Readiness to learn: Adults tend to be more inclined to master the things they require to be successful in their personal or professional life.
• Learning orientation Adults tend to acquire skills that they will utilize immediately instead of at some point in the future. They tend to focus more in the problem(s) they'll solve, rather as the material is itself.
• Motivation to learn: Adults are more inspired by their own motives over external pressures.
• Learning through active participation In order to teach adults effectively instructors must encourage learners to take part in the process of learning.

What do I need to do to incorporate Andragogy into my teaching?

One of the greatest ways to incorporate andragogy into your teaching methods comprise:

• Learn about the background of your students, and utilizing these information to you in your classroom.
• Students must be encouraged to engage in the learning experience.
• Let students develop self-direction skills
• Use real-life examples in your lesson content
• Ask your students to solve problems and let them think of the solutions on their own. They can also make an explanation.

What's the distinction between Pedagogy and Andragogy?

The expression "pedagogy" is used to describe teaching children. While andragogy is the art in facilitating learning in adults. With pedagogy, teachers lead the lessons because children depend upon their guidance. However, with andragogy teaching, lessons are led by students by the teacher who acts as instructor or facilitator. This is because adults tend to be self-sufficient, self-directed, and capable of making their own learning decisions independently.

What are the critics Of Andragogy?

Some of the critiques of andragogy offered by teachers include:

• It doesn't work well especially for people struggling to remain motivated or who require more guidance in comparison to others.
• Some adults aren't able to use their past experiences from the past to understand the new ideas. This could be due to the fact that they're mentally or physically in a place to make this happen, or because their past knowledge isn't applicable to the new concepts they're attempting to master.
• Adults study different subjects and not because of trying to resolve a challenge, but simply because they feel it is fun to learn.
• Certain adults are influenced by learn from external influences including class, race, gender, and sexual preference.
• In contrast from Knowles the notion that people acquire knowledge in order to resolve their own personal or professional problems There are people who study to address problems in their community.

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