GROUP II

LEADER: RODRIGUEZ, DWYTH

MEMBERS: D A G C U TA N , J A M E S
DILAN, MARA
ROA, GERRICK
A M I T H , R O S I E LY N
PA C O , J A S O N
 TEACHING
Is the art of stimulating, directing, and guiding the learning process. It is more merely imparting
knowledge.
Teaching is a process of guided interaction between the teacher and the learner though
experiences that will enable him to develop his natural abilities.
Teaching starts and ends with students. Subject matter is only a means, not an end.
 LEARNING
Refers to any change in behavior due to experience and training.
It is a process by which an individual adopts some new skill, or idea because it satisfy a
personal need.
All learning is an individual effort
Adult Teaching or Andragogy
Andragogy is the art and science of teaching adults.

Pedagogy is the science of teaching children

Adult Teaching
Some guiding principles in adult teaching based on some principles of learning.

1. Learning capacity starting at about age 6 increases rapidly until 20, then tends to level off
remaining generally so until possibly longer rate of learning declines after about 35 years.
2. Learning is growth-like and continuous
3. Learning is purposeful
Adult Teaching
4. Learning involve appropriate activity by the learners that engage a maximum number of
senses: seeing, hearing, feeling, tasting, and smelling
5. Learning must be satisfying
6. Learning must result in functional understanding. Learning is affected by the physical and
social environment.
7. Learning ability varies widely among individuals.
8. Learning, in general, is a gradual process usually requiring several exposures over time
before extensive change result.
Adult Teaching
9. Learned behavior that results in change farm and home practices is attained through the
following four steps.

a. Development Interest

b. Creating Desire

c. Ensuring Action

d. Maintaining Satisfaction
Adult Learning
 Is a practice in which adults engaged in systematic and sustained self-educating activities in
order to gain new forms of knowledge, skills, attitudes, or values. It can mean any form of
learning adults engage in beyond traditional schooling, encompassing basic literacy to personal
fulfillment as a lifelong learner.
Motivating Rural People
People are motivated to learn if they satisfy a basic need through learning. Basic needs,
wants, desires, motives, incentives or urges have been classified in a variety of ways. According to
some psychologist they are:

1. The desire for security- economics, social, psychological and spiritual.

2. The desire for new experiences- adventures, new interests, new ideas, new friends, new
ways of doing things.
3. The desire for affection or response- companionship, gregariousness, social mindedness or
belongingness.
4. The desire for recognition- status, prestige, achievement, being looked up to.
Principles of Learning
1. Principle of active response or self activity
2. Principle of practice or repetition
3. Principle of association
4. Principle of timing
5. Principle of satisfyingness or the principle of effect
6. Principle of readiness
7. Principle of motivation
8. Principle of individual differences
9. Principle of recency
10. Principle of intensity
Principles of Learning
1. Principle of active response or self-activity. Learning is an active process on the part of
learner. The extent to which he changes his behavior depends on how actively he responds
to the learning situations.
2. Principle of practice repetition. This principle of learning means that “learning activity
participated in many times tends to be remembered longer and to recalled easier.”
3. Principle of association. Learning that is organized and related to other things so that
similarities and differences can be seen in more likely to be remembered.
Principles of Learning
4. Principle of timing. “Learning that is organized and related to other things so that
similarities and differences can be seen in more likely to be remembered.”
5. Principle of satisfyingness or the principle of effect. Learning is more apt to occur if the
effect is pleasant and satisfying rather than annoying.
6. Principle of readiness. “The more fully a person is in readiness to act in a certain way, the
more satisfying it will be for him to act in that way and the more annoying if prevented.”
Principles of Learning
7. Principle of motivation. “The ease of learning varies directly with the meaningfulness of the
material presented.
8. Principle of individual differences. Learning varies with the individual differences in learners
if they are to achieve maximum learning.
9. Principle of recency. “The more recent experience the more readily it can be recalled.”
10. Principle of intensity. “Intense, dramatic or vivid experiences are likely to make an
impression on the learner by capturing his attention and deepening the fact.”
Adult Education vs. Education for Youth
 Who is adult?
 Several definitions of the “Adult” have been formulated.
 These definitions take into consideration chronological age, the psychological maturity and the
social role of the adult.
Adult Education vs Education for Youth
Adult Student - refers to any person who quit or finished formal school and is engaged in full
time adult responsibilities such as full time job, and voluntarily undertakes study and continues
his education for whatever he feel he needs.
An adult person – is a person who come into that stage of life in which he has assumed
responsibility for himself and usually for others, and who has concomitantly accepted
functionally productive role in his community.
Adult Education vs. Education for Youth
“Adults are not merely tall children; they differ from young in so many ways that influence their
learning.”
They have different body characteristics, different learning histories, different reaction speeds,
aptitudes, values, interests, motivation and personalities.”
The implication for the adult education is that pedagogical approaches and techniques that
work well with children won’t work well with their parents.
Adult Education vs. Education for Youth
Differences in self-concept- The adult is expected to be engaged in an occupation, while child is
expected to participate in school as an occupation
Differences in experience- Children do not have same kind of experiences of adult. They have
limited experiences.
 The teacher's experience serves as the primary resource for learning.
 A child tends to identify himself in terms of who his parents, or who his older brother or sister is. His
identity is derived from external sources
Adult Education vs. Education for Youth
Adults, on the other hand have varied life experiences which are rich resources for learning.
An adult define himself in terms of his experiences and achievements. When an adults finds
himself in a situation where his experiences and achievements are not being used, or
recognized, he feels rejected as a person. Therefore, an adult educator must consider the
following:
Adults have contributions to make the learning or others as well as themselves.
Adults have a richer foundation to relate to the new experiences that are taking place.
Adult Education vs. Education for Youth
Readiness to learn- Adults and children have different relationships towards the kinds of activities
and the kinds of readiness factors that enable learning to take place.
o Adults know what they want to learn. The facilitator helps adult learners diagnose learning needs. On the part
of the children, curriculum is set b the teacher (what to learn and how learning will take place)
Time perspective/orientation to learning- Adults have different time perspectives compared to
children and thus are motivated by different techniques.
o The adults are much aware of the time factors and are faced with calls upon their time to a much greater
extent tan are children.
o Adults seem to be aware that time is limited and this becomes more apparent as one grows older.
o Adult are therefore interested in learning experiences which improve their ability to deal with life’s daily
problems facing them.
o On the other hand, children learn for future. Therefore learning is subject-centered
Motivation to learn- Internal motivators like aspirations, self-esteem are more potent motivators for
adults while external motivators like grades, praise, etc., work best for children.
Educating adults differ from educating children in several ways given that adults have accumulated
knowledge and work experience which can add to the learning experience. Most adult education is
voluntary, therefore, the participants are generally self-motivated, unless required to participate.

In particular adult education reflects specific philosophy about learning and teaching based on the
assumption that adults can and want to learn, that they are able and willing to take responsibility for
that learning, and that the learning itself should respond to their needs.
Questions?
Thank You!!!