Andragogy

PREPARED BY :TESHOME GISHU

BSC, MSC, ASSISTANT PROFESSOR
Outline

 Introduction
 Definition
 Pedagogy Vs Andragogy
 Learning objectives

At the end of this session the students will be able to:

 Define the pedagogy and andragogy
 Explain the difference b/n pedagogy and andragogy
 Describe the assumption of pedagogy and andragogy
 Lists of principles of andragogy
Introduction
Introduction
 Definition-Pedagogy

o “A teacher or trainer-centered approach to instruction where the teacher

assumes responsibility for making decisions about what will be learned,
how it will be learned, when it will be learned, and why it is of value to
the learner.”

Kyle Freedman, Association for Talent Development .

 Assumptions of pedagogy

o Learners only need to know what the instructor teaches.

o The instructor’s perception of the learner is that of a dependent entity.

o The learner’s previous knowledge is of little consequence as a resource

for learning.

o Learners become ready to learn what the instructor tells them.

o Learners are subject-centered in their orientation to learning.

o Learners are motivated by external factors (e.g., parental or instructor

approval, good grades).
 Andragogy

o
A learner-centered approach to instruction where the
“

teacher acts as a facilitator to help bridge the gap between

student and knowledge. The learner is viewed as an
independent entity who enters the learning experience
with a unique set of experiences and motivators.”
Kyle Freedman, Association for Talent Development
 Assumptions of andragogy

o Self-concept

 As a person matures his/her self-concept moves from one of being a dependent personality
toward one of being a self-directed human being.

o Experience

 As a person matures she/he accumulates a growing reservoir of experience that becomes an

increasing resource for learning.

o Readiness to learn

 As a person matures his/her readiness to learn becomes oriented increasingly to the

developmental tasks of his /her social roles.
 Assumptions of andragogy

o Orientation to learning
 As a person matures his/her time perspective change his/her orientation toward learning
shifts from one of subject-centeredness to one of problem centeredness.
o Motivation to learn
 As a person matures the motivation to learn is internal such as need for self-esteem,
curiosity, desire to achieve, and feeling of accomplishment.
o The Need to Know
 Adults need to know why they need to learn something before undertaking to learn it.
 Principles of Andragogy

o Adults need to be involved in the planning and evaluation of their instruction.

o Experience (including mistakes) provides the basis for the learning activities.

o Adults are most interested in learning subjects that have immediate relevance and
impact to their job or personal life.

o Adult learning is problem-centered rather than content-oriented.

Education
 Outline

o Definition

o Types

o Characteristics
 Objectives

At the end of this session the students will be able to:

o Define the term education

o List the types education

o Understand the importance of education

o Explains the characteristics of education

 What is education ?

o The word “educate” comes from the Latin

 ‘Educere’, meaning “to lead out”, “to bring out”.

 Educare (to nourish, to bring up, to raise up

 Educatum (teaching method or teaching style).

 Definition of education

o Webster defines education as the process of teaching to develop the knowledge, skill, or
character of the student.

o Education is the process of bringing desirable change into the behavior of human beings.

o It can also be defined as the process of imparting or acquiring knowledge and habits
through instruction or study.

o Sociologist Rodney Stark declares that, “Education is the cheapest, most rapid, and most
reliable path to economic advancement under present conditions.”
 Definition of education

o Education is the manifestation of divine perfection already existing in man. -Swami

Vivekananda
o By “Education”, I mean an all round drawing out of the best in the child and man-body-
mind and spirit. - M.K.Gandhi
o “Education is the natural, harmonious and progressive development of mans innate
powers.” - Pestolozzi.
o “The root of education are bitter, but the fruit is sweet”-Aristotle
o ‘’Educating the mind without educating the heart is no education at all’’ Aristotle
 Purpose Education

o Education is to make minds , not careers.

o The purpose of education would be met if the schools provided educational methods of
Self-development by which the individual can gain complete possession of all his powers.

o The harmonious development of the

 Physical, Mental, Moral and Social, the four dimensions of life.

 The illiterate of 21st century will not be those who cannot read and write,
but those who cannot learn, unlearn and relearn.
 Why Education Is Important?

o Existence of human beings is fruitless without education

o Assured of making the right moves.

o Education as a force for social change.

o Its the most important thing you can do with your life.

o Education is the most powerful weapon we can use to change the world.
Significance of education in our life

o Makes better citizens

o Education makes a worthy contribution to our lives

o Making us responsible citizens

o We get to know our history culture and values through education

o Education opens our mind and expands our horizon

o It enables us to understand our duties as a citizen,

o An educated person is a better citizen.

o Procure a Job
 Types of education

A. Formal education.

B. Non-formal education.

C. Informal education.
 Formal education

o Formal education is basically an

 Institutional activity

 Uniform and subject oriented

 Full time

 Sequential

 Hierarchically structured

 Leading to certificates degrees and diplomas

 Characteristics of formal education

o Full time education.

o Technical and professional training.

o A variety of specialized programs.

o Running from primary school through the university.

o Chronologically graded education system

 Non-formal education

o Any organized education activity

 Outside the established formal system whether operation Separately

 As an important feature of some broader activity that is intended to serve

Identifiable learning clienteles and learning objectives.
 Characteristics of non-formal
education

o It is flexible.

o It is life, environment and learner oriented.

o It is diversified in content and method.

o It is non-authoritarian.

o It is built on learner-participation.

o It enhances human and environmental potential.

 Informal education

o The truly lifelong process whereby every individual acquires attitude, values, skills and
knowledge from daily experience and the educative inferences and resources in his or
her environment from family and neighbors, form work and play, from the market place,
the library and the mass media.
 Characteristics of informal education

o Informal education is the least controlled, that’s why this type of education
can not be excluded of somebody’s life.

o Informal education consists of accidental, unclear, quantitative information.

o Informal education refers even to emotions, feelings, beliefs

o Informal education offers responsiveness ready response when interact with

environment.

o Informal education offers possibility to freely act in unknown situation.

o Informal education offers freedom of self-formation.

Individual Assignments
a. Select
any topic from your area and prepare a
micro- lesson of 15 minutes to teach your
classmates.
b. Select
any course and develop a course outline
students.
 Group Assignments

Write a scholarly paper on any topic relating to the following themes.

1. Production and utilization of Instructional Materials in education

a) Current practices, challenges and prospects;

b) Role of information communication technology (ICT) in promoting face-to face or

distance learning: challenges and ways forward)

2. Instructional assessment practices in Ethiopian higher institution

i. Planning, test construction, administration, scoring, item analysis

ii. Utilization of continuous assessment: meaning, instruments

Teaching and Learning
 Learning objectives

At the end of this session the students will be able to

o Define teaching and learning
o Explains the stages of learning
o Describe factor affecting teaching and learning
o Understands the responsibilities of higher education
o List the characteristics of good teacher
 Activity

1. What do you understand by the term “teaching”?

2. What do you understand by the term “learning”?

First, brainstorm individually. Then, work in pair to agree on your definition/s.

Form group of four and discuss to arrive at common definition of teaching and/or
learning.

Time: 15 minutes.
Teaching:

Teaching is defined by different groups in different ways depending on

the philosophies held by the groups.
Idealists : - teaching is a process of transmitting/imparting
knowledge
Pragmatists: - teaching is a process of facilitating the individual’s
learning
Naturalists: - teaching is helping the individual develop his/her
potentials
 Definition of Teaching

o A process of facilitating individual’s learning through motivation, coordination,

guiding/directing the activities he/she performs and evaluating the learning results

o A process of helping an individual learn for him/her self.

o A process of directing the interaction between the learner and the learning material.
 Stages of learning

o The motivation stage (learner receives a stimulus from the environment, selects information
through sense organs)

o The acquisition stage (information acquired is entered into the short-term memory, which
is later stored in the long-term memory for late retrieval), and

o The performance stage (involves the interaction of the learner with the curriculum, through
teacher guidance/facilitation) – the application of the acquired knowledge/skill or
manifestation of attitude.
 Understanding Higher Education

The Mission of Higher Education Institutions

o The core missions and values of higher education are to contribute to the sustainable
development and improvement of society as a whole
 Higher Education (Contd.)

oHigher education institutions are tertiary level institutions that provide post secondary
education and produce high level human resources, conduct research, and involve in
community services.
oThese institutions play three major roles:
a) Teaching (produce high level qualified human power, provide opportunities for
continuing education and lifelong learning)
b) Research (advance, create and disseminate knowledge through research),
c) Community services (help understand, interpret, preserve, enhance, promote and
disseminate local, national, regional, international and historic culture; training young
people in the value; Contribute to the development of education at all levels)

 
 The Higher Education Learners
and Teachers

The Learner:
To better understand and respond to the needs of the learner, teachers must
understand the nature of the learner.
o Demographic characteristics (e.g. age and gender),
o Psychological characteristics (e.g. motivation and self-concept),
o Sociological characteristics (e.g. peer group/friendship and social linkages),
o Cultural background, and religious affiliations,
 The learner (contd.)

o The majority are young male and female adults aged above 20 years who have had
12-14 years of formal education experience

o As primary and secondary school pupils, they have accumulated prior knowledge and
educational experiences.

o Their experiences would help them contribute to the learning situation at the tertiary
level.
 The Learner (Contd.)

o Teachers need to exploit their experiences and prior knowledge for learning.

o They must also be treated with respect as they form part of adult learners because of
their biological and psychological maturity.
 Factors Affecting Learning

o Home background (most come from rural setting, families of many children)

o Prior experiences of learners (learners are not blank slates, nor are they empty
vessels to be filled; they have life experiences. Consider their experiences as
important for learning)

o Selection/Admission criteria and procedures (GPA, Gender issues, Equity and

access)

o Socio-economic Factors
 Factors affecting learning (Contd.)

Psychosocial Characteristics

o Intelligence (fast, average and/or slow learners)

o Motivation (intrinsically or extrinsically motivated learners)

o Self-concept (learners with positive or negative self-concept),

o Emotional traits (feelings of anger or happiness),

o Learning styles preferences (visual, auditory and/or kinesthetic learners)

 Factors affecting Learning (Contd.)

Socio-economic Factors
o External environment (family, peer group, teachers and administrators)
o School setting and societal expectation
o Economic factors (most students come from poor economic background)
Characteristics of Good Teacher

o Good knowledge of the subject he/she teaches

o An understanding of how students learn.

o Concern for students' development.

o Commitment to scholarship.

o Commitment to work with and learn from colleagues.

o Continuing reflection on professional practice.

 Characteristics of good Teacher
(Contd.)

The teacher should:

a.Design appropriate scheme of work/learning task
b.Select and apply appropriate range of teaching and learning methods
effectively and efficiently
c.Provide support to students on academic issues
d.Use appropriate assessment techniques
e.Employ self, peer and student monitoring and evaluation techniques;
 Qualities of the higher education teacher

o Intellectual curiosity

o Mastery of his or her field of knowledge and its methods of inquiry

o Respect for truth

o Intellectual honesty, and

o Fundamental understanding of the learning process

 Suggestions to enhance your profile as a teacher

o Use concrete, real-life, and relevant examples

o Demonstrate practical applications and experience
o Use illustrations, graphs, and diagrams as well as multimedia approach where
appropriate
o Paraphrase technical explanations in understandable language
o Define unfamiliar terms
o Be open to ideas
o Promote rapport with students
o Communicate effectively with your students
 Importance of Research to the Higher Education Teacher

o The general principle is “publish or perish!”

o Research has many functions to serve:

 Enhances the quality of instruction

 To supervise research

 For promotion in academic rank

 Solution to community’s problems

Community Service

o Service within the institutional community

o Service outside the institution

o Participation in special local and national assignments and services

o Delivery of public lectures

o Offering of services in one’s specialized area e.g. medical care

o Office holder of national societies e.g. President of Ethiopian Economists

Association, etc.
   

Curriculum Development

o Curriculum is the set of activities that are geared towards the achievement of that
institution’s educational goals.
o The curriculum must help:
 Meet the needs of the workplace
 Ensure that new disciplines and specializations are incorporated into its content
 Shape the labor market
 Meet local and regional needs
Reasons for undertaking Curriculum
Development

o Improvement of what is taught in higher education

o Filling the gaps that currently exist in higher educational programs

o Responding to the needs of society.

o Responding to research evidence from internal and external efficiency studies

 Types of curriculum

i. Integrated curriculum (several subjects are fused together in such a way that the
identities of the individual subjects are lost)
ii. Core curriculum (This is the course or set of courses that are deemed to be the
main components of a program of studies)
 Prevailing Practices of Curriculum

a. The construction or revision of syllabuses for new or

existing courses
b. Inclusion of new developments in the field of study
c. Central/regional governments specific request
d. Development originated from within the institution
e. Education policy documents by the Ministry of
Education
 Curriculum Organization

o Several organization criteria are used:

I. Sequencing
II. Continuity
III. Scope
IV. Integration
 Some Practical Hints on Course
Development and Implementation
o Provide basic information
o Describe the prerequisites to the course
o Give an overview of the course's purpose
o State the general learning goals or
objectives
o Clarify the conceptual structure used
o Describe the format or activities of the
course.
o Specify the textbook and readings by
authors and editions
o Identify additional materials or
equipment needed for the course
o List assignments, term papers, and exams
o State how students will be evaluated and
how grades will be assigned
o Discuss course policies
o Provide a course calendar or schedule
o Schedule time for fast feedback from
your students
 Determinants of Curriculum Development

o The Needs and Goals of Society

o Global Considerations: Gender sensitivity, Environmental
Awareness and technological advances
o Psychological Determinants of Curriculum Development (needs &
interests of learners, consideration of theories of learning such as
behaviorist, social, cognitive, constructivist)
o Change in the area of the subject matter
 The Needs and Goals of Society

o National philosophy of education

o Curriculum development must involve Stakeholders (from industry and
commerce)
o Society’s cultural values, economy (agriculture, industry)
 Behavioral learning theories

o Behavioral learning theories emphasize observable changes in behavior that result from
stimulus-response (S-R) sequence that begins and ends outside the individual learner

o Motivation to learn results from a stimulus

o Learning is the reaction or response to the external stimulus.

o Response of the learner is further strengthened by reinforcement (reward) from the

teacher.

o Response must be rewarded for learning to occur continuously

 Social Learning Theories

o The learning process is primarily social, and learning occurs through socialization.

o The theory maintains the view that learning is carried out by observing the behaviors of
others.

o Modeling is the best means of learning.

 Cognitive learning theories

o Cognitive theories focus on the unobservable processing, storage, and retrieval of

information from the brain.

o The individual acts, originates, and thinks, and this is the important source of learning

o As the learner successfully solves a problem at hand, he/she becomes motivated to

solve more problems.

o The teacher should act as a facilitator or guide of the learning process.

o The theory emphasizes discovery learning and personal creation of meaning.

 Gestalt-Field Views of Learning

o Gestalt theorists maintain that “wholeness” is primary for learning to take place
(emphasizes the Global or Analytic Approach to learning).

o “The whole is grater than the sum of its parts”

o One should start with the total aspects of a learning situation and then move to
particulars in light of the whole.

e. g. 1- An overview of an organism should be taught to the student before teaching

about the parts.

2. Start teaching with the sentence and then come to teach words and alphabets.
 Constructivist Learning Theories

o Learning is a an active process of searching for meaning.

o Individuals learn by contributing to a learning situation in a give-and-

take manner.

o Individuals learn by reflecting on their experiences. e. g, a baby

believes that every thing put in mouth is the source of milk or food.
After picking a ball from the ground and putting it into its mouth, the
baby realizes that everything is not the source of food/milk.

o In so doing, they construct their own meaning.

 Codes of Ethics of the Teaching Profession

o The teacher is expected to uphold the following ethics of the teaching profession:
Treating information with confidentiality

Non-discrimination (teachers need to provide equal opportunities for all students without

making any discrimination by sex, religion, race, ethnicity, political affiliations , etc).

Transparency (be clear and transparent about your evaluation procedures)

Accountability

Respecting the Law

Leadership initiative

Standing for truth (honesty)

 Effectiveness

o Effectiveness requires that teachers should possess

 General knowledge, specialized knowledge, professional knowledge & skills suitable for
teaching

 Ability to develop well structured lessons

 Ability to stimulate interests in learning

 Effectiveness (Contd.)

o Good human relations

o
Ability to solve local educational problems through research
o Ability to provide students with constructive feedback

o Effective methods of appraising students work;

o Skill of well-established examination procedures;

In general, effectiveness is always related to the achievement of instructional objectives. It is

more concerned with doing the right things.
Principles of Teaching (Contd.)

o Planning lessons in line with the curriculum

o Using different instructional media

o Individual differences in teaching

o Uniting instruction with scientific findings

o Making lessons understandable / comprehensible

o Defining the objectives of the lesson

Develop Objectives for Learning

o What are learning objectives?

o Have you ever written objectives?
o Easy to write?
 Objectives

o Identify the knowledge, skills, and attitudes to be learned in your course

o Write course objectives
o Write supporting objectives
 Learning Domains

o Knowledge: What we know (also known as the cognitive learning domain).

o Skills: What we do or perform (also known as the psychomotor learning domain).
o Attitudes: How we feel about what we know and do (also known as the affective
learning domain).
 Course Objectives

o An objective—also known as a main objective, primary objective, or course aim—

that describes in clear, measurable terms what students should know and be able to
do after completing the entire course.

o A course may have one or several course objectives.

 Course Objectives

o Course objectives often encompass knowledge, skill, and attitude areas or

domains, and should relate to one or more of the core competencies for the overall
academic program.
 Supporting Objectives

o An objective (also known as a secondary, specific, instructional, or enabling

objective) that supports the main objective by describing the specific knowledge,
skills, and attitudes that students must master to achieve the main objective.
 Write Course Objectives

o Course objectives relate directly to the core competencies required for an academic
program.

o A course objective is fairly broad and may encompass knowledge, skill, and
attitude components.
 Sample Course Objective

o After completing this course, the student will be able to assess, classify, and treat
a sick child in an effective and integrated manner.
 Parts of a Course Objective

o When to demonstrate the knowledge or perform the skill (After completing this
course).

o Who will demonstrate competency (the student).

o What will be demonstrated (action verbs – assist, administer, insert).

 Parts of a Supporting Objective

o Specific action to be taken (see action verbs in Table 2-1)

o Object of the action (the specific information, skill, or attitude the students are
expected to know or demonstrate to meet the course objective)
Organize Supporting Objectives

o Simple to complex

o Performance order

o Related objectives
 Course Syllabus

o What is a course syllabus?

o Why develop a course syllabus?

 What is in a Syllabus?

o Course title and description o Description of learning materials

o Course and supporting objectives o Description of assignments
o Course contents o Description of student assessment
methods
o Course prerequisites
o Attendance criteria
o Course logistics (location, length, dates)
o Course schedule
o Description of teaching methods
 Lesson Plan Session No. 01 Duration: 15 Minutes.
Date: May 25, 2021
Topic: appendicitis
Introduction 5 minutes
Session Objectives:
After completing this lesson, you will be able to:
 Define appendicitis
 List the cause of appendicitis.
 Identify sign and symptoms of appendicitis
 Prepare the pt for operation
Teaching Methods and Activities
Body: 5 minutes
 Definition
 Causes.
 Sign and symptoms
 Pre-operative preparations
Teaching Methods:
 Interactive Lecture
 Discussion
Activities
 Asking questions
 Group discussion

Summary 5’
 What is appendicitis?
 List common cause of appendicitis?
 What are the common sign and symptoms of patients with appendicitis?
Thank you?