Andragogy

2 Feb

andragogy

It is important to understand things are changing in our classroom. Central to this is the way learning takes place. I am doing a great deal of reading about andragogy. Andragogy refers to the methods and approaches used in adult education and is directed towards self-actualization, gaining experience, and problem-solving. In contrast, pedagogy is an education method in which the learner is dependent on the teacher for guidance, evaluation, and acquisition of knowledge.

Things are changing and that is why we need to adopt a an anthropological approach to our teaching.

One of the most obvious differences between pedagogy vs. andragogy is the motivation of the learner. Our tamariki require extrinsic motivation: They’re usually learning because an authority figure tells them to, or because they’ll be penalized in the classroom otherwise.

Adults, on the other hand, come to the table self-motivated and interested in understanding new topics and ideas because they know that doing so can positively affect their earning potential, community standing, or personal development. In short, to motivate adult learners, you need to highlight how learning benefits them personally and directly, rather than a “because I said so” mentality.

For better or for worse, kids approach learning as blank slates: They don’t have much experience with most topics, and even when they’ve had experience, it’s been on an academic level only. Teachers and instructors don’t necessarily need to connect learning experiences together for children to understand new concepts.

Things have changed though. Our students now bring so much more to the table.  We must acknowledge they’ve had the benefit of learning and experience. They know what has worked for them in the past or have habits that affect the way they learn and act. Because of this, approaching new topics with a traditionally pedagogical strategy could leave them disengaged and uninterested. Instead, andragogy inspires instructors to do a better job connecting learning experiences to what adult learners already know. Allowing for opinion, better pacing, and knowledge checks and re-checks helps adults leverage their life experience as valuable information.

Those who teach according to traditional theory might not realize the importance behind relevancy as part of the strategy. Our tamariki want to understand why they’re learning a new topic. Not only should it be applicable to either their current position or a position they’d like to achieve, but topics should be hyper-relevant in the moment. They see irrelevancy as a waste of their time, so whether they’re already familiar with a topic or they simply don’t see how it applies to them, you could lose learners if you don’t take the time to highlight the “what’s in it for me right now?” behind any topic.

It’s a common mistake and one that might seem like no big deal, but mixing up pedagogy and andragogy makes your teaching less effective. When teaching your tamariki, don’t patronize them with childlike learning strategies. Indeed do so at your peril.

and-vs-ped_orig

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