Teaching an Old Dog New Tricks

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Before the bend of the twentieth century there was merely one theoretical account of learning utilised in public school systems. This was known as teaching method and it was used universally. Unfortunately ( or fortuitously ) an grownup scholar brings different properties and skill sets to the tabular array. which are non good suited to this educational theoretical account. Andragogy was the name given to a radical new educational theoretical account which transformed grownup instruction. doing it possible to learn an “old dog” new fast ones. The alterations in grownup instruction began mostly in the 1920’s with the publication of two seminal books ; Edward Thorndike’s Adult Learning ( 1928 ) and Eduard C.

Lindeman’s The Meaning of Adult Education ( 1926 ) . These books introduced a whole new construct of larning and became the drift for alteration in the methods used to learn grownups. ( Clark. 1995 ) Adult scholars benefitted from these alterations because they were non a “clean slate” per Se. They brought their ain thoughts and prepossessions. which were developed through their adolescent instruction and their grownup life experiences. The kernel of acquisition was captured by Lindeman: In this procedure the instructor finds a new map.

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He is no longer the prophet who speaks from the platform of authorization. but instead the usher. the pointer-out who besides participates in larning in proportion to the verve and relevancy of his facts and experiences. In short. my construct of big instruction is this: a concerted venture in nonauthoritarian. informal acquisition. the main intent of which is to detect the significance of experience ; a pursuit of the head which digs down to the roots of the prepossessions which formulate our behavior ; a technique of larning for grownups that makes instruction coextensive with life and hence elevates populating itself to the degree of adventuresome experiment.

– quoted in Nadler. 1984. p. 6. 4 ( Nadler. 1990 ; Taylor. B. . Kroth. M. . 2009 ) No longer was instruction an exercising in memorising grammatical regulations or generation tabular arraies through repeat. instead it became a lesson in critical-thinking and larning how to inquire the appropriate inquiries of other grownup scholars ; basically to larn how to work together to learn themselves with pedagogues presuming the function of a manager. or an rational personal trainer.

In fact Kroth even labels andragogy as being. “learner-focused education” while mentioning to teaching method as. “teacher-focused education” . with the former being experience based and the latter being information based. ( Taylor. B. . Kroth. M. . 2009 ) With this comparatively new method of learning pedagogues became better equipped in their raids into big instruction. Malcolm Knowles. who is widely considered the male parent of big instruction. laid the foundation for many of the current thoughts in grownup acquisition. besides known as the andragogical theoretical account. in his book. The Modern Practice of Adult Education: Andragogy Versus Pedagogy ( 1970 ) .

( Lee. 1998 ) . Knowles’s book was premised on four basic premises about grownup scholars: “1. self-concept. 2. experience. 3. preparedness to larn. and 4. orientation to larning. ” ( Lee. 1998 ) . These rules have been expounded upon ad infinitum. but they remain the nucleus of grownup acquisition. An scrutiny of these rules begins with self-concept. As grownups. scholars have a more developed sense of who they are based on the accretion of life’s experiences. leting them struggle less with individuality and self-esteem and concentrate more on the art of acquisition.

Experience plays a really similar function. but besides allows them to use skill-sets already developed in fostering their acquisition calling. An grownup learner’s preparedness to larn is normally motivated by many things ; a desire to obtain a grade ; calling promotion ; societal position. etc… Additionally. grownups have a more planetary position of the importance of puting their clip and energy into instruction. Finally. as grownups. the old ages spent in school from childhood to striplings have been a antic indoctrination into the educational procedure.

So the art of acquisition is far from being a foreign construct. And even though grownup course of studies are much more advanced. grownup scholars are more successful today as a consequence of being able to engage their preexistent tools with the andragogical theoretical account presently used by pedagogues. This is non meant to connote that this is easy. Each grownup scholar has different state of affairss they are required to turn to that affect their acquisition procedure. These may run from ; working full-time occupations. raising kids or keeping a family. merely to call a few.

A comparing between the pedagogical and the andragogical educational theoretical accounts is required to to the full understand why the latter is so much more effectual in turn toing the demands of an grownup scholar. First there is the traditional pedagogical theoretical account. Pedagogy is defined as: “the method and pattern of learning. particularly as an academic topic or theoretical concept…” ( Oxford dictionaries. 2013 ) . A more practical definition is given by Smith & A ; Lowrie ; “…the word teaching method refers to our relationships with kids. More explicitly. it refers to allow ways of instruction and giving aid to kids and immature people.

” ( Smith & A ; Lowrie. 2002 ) Andragogy is defined as: “the method and pattern of learning grownup scholars ; grownup education…” But Taylor & A ; Kroth provide a more complete definition: Andragogy is referred to as scholar focused instruction. whereas teaching method is referred to as teacher-focused instruction ( Conner. 2004 ) Andragogy provides a set of premises for planing direction with scholars who are more autonomous than teacher-directed ( Birzer. 2004 ; Conner. 2004 ) An teacher utilizing andragogical rules focuses more on being a facilitator of larning alternatively of being a sender of cognition and judge.

( Taylor. B. . Kroth. M. . 2009 ) Traditionally instructors used a inquiry and reply technique with pupils frequently referred to as the Socratic Method. named after the ancient Greek philosopher Socrates. The new focal point in grownup acquisition changes the paradigm from holding the instructor on a dais. sermon ( learning ) to the fold. with small input from the parishioners ( pupils ) . to one of a shepherd be givening his flock and reacting to their demands by fostering them and steering them in the right way. This alteration has had a profound consequence on grownup scholars who are autonomous. self-motivated and understanding.

There has been an development in the methods used to learn grownup scholars. This displacement has been driven by many factors. none more of import than acknowledging the demand to make a more effectual acquisition environment for grownups in society today. An environment which capitalizes on the acquired skill-sets. life experience and get bying mechanisms developed in all grownups. So. in this modern twenty-four hours and age it is possible to learn an old Canis familiaris new fast ones with a more evolved instruction theoretical account called andragogy. Mentions Clark. D. ( 1995 ) . Big Canis familiaris & A ; small dog’s public presentation apposition. Retrieved August 31. 2013. from

hypertext transfer protocol: //www. nwlink. com/~donclark/hrd/history/andragogy. hypertext markup language Lee. C. ( 1998 ) . The grownup scholar: Neglected no more. Training. 35 ( 3 ) . 47-52. Retrieved from hypertext transfer protocol: //search. proquest. com/docview/203393025? accountid=8289 Nadler. L. ( 1990 ) . The enchiridion of human resource development Wiley ; 2 edition. Oxford dictionaries. ( 2013 ) . Retrieved September 16. 2013. from hypertext transfer protocol: //oxforddictionaries. com/definition/english/andragogy? q=andragogy Smith. T. . & A ; Lowrie. T. ( 2002 ) . Pedagogy as conversation: A manner of sing acquisition: What is pedagogy anyhow? Australian Primary Mathematics Classroom. 7 ( 1 ) Taylor. B.

. Kroth. M. ( 2009 ) . Andragogy’s passage into the hereafter: Meta-analysis of andragogy and its hunt for a mensurable instrument. MPAEA Journal of Adult Education. 38 ( 1 ) . 1-11. Retrieved from hypertext transfer protocol: //search. ebscohost. com/login. aspx? direct=true & A ; db=ehh & A ; AN=47122120 & A ; site=ehost-live Taylor. B. . Kroth. M. ( 2009 ) . A individual conversation with a wise adult male is better than ten old ages of survey: A theoretical account for proving methodological analysiss for teaching method or andragogy. Journal of the Scholarship of Teaching & A ; Learning. 9 ( 2 ) . 42-56. Retrieved from hypertext transfer protocol: //search. ebscohost. com/login. aspx? direct=true & A ; db=ehh & A ; AN=45408845 & A ; site=ehost-live

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