ANDRAGOGY

Malcolm S. Knowles
ASSUMPTIONS
About: Pedagogical Andragogical

Concept of Dependent personality Increasingly

the learner self-directed

Role of learner’s To be built on A rich resource for

experience more than used learning by self and
as a resource others

Readiness to learn Uniform by age-level Develops from life

and curriculum tasks and problems

Orientation to Subject-centered Task or problem-

learning centered

Motivation By external rewards By internal incentives,

and punishments curiosity

Dr. Sandra Ratcliff Daffron 2003 Slide 1

 ANDRAGOGY
Malcolm S. Knowles
PROCESS ELEMENTS
Elements Pedagogical Andragogical
Climate Tense, low trust Relaxed, trusting
Formal, cold, aloof Mutually respectful
Authority-oriented Informal, warm
Competitive, judgmental Collaborative supportive

Planning Primarily by teacher Mutually by learners

and facilitator
Diagnosis of needs Primarily by teacher By mutual assessment

Setting of objectives Primarily by teacher By mutual negotiation

Designing learning Teachers’ content plans Learning contracts

plans Course syllabus Learning projects
Logical sequence Sequenced by readiness

Learning activities Transmittal techniques Inquiry projects

Assigned readings Independent study
Experimental techniques

Evaluation By Teacher By learner-collected

Norm-referenced evidence validated by
(on a curve) peers, facilitators, experts
With grades Criterion-referenced

Dr. Sandra Ratcliff Daffron 2003 Slide 2

 CHARACTERISTICS OF ADULT LEARNERS
ADULTS
broader base of experience
learning is often voluntary or self-
motivated
learning can be self-directed
little time available for attending
classes and studying
learning often motivated by life
responsibilities and changes
need for immediate application
view teacher as having a reciprocal
relationships with students
may have a negative self-concept
may have established ideas, attitudes
and behaviors which are difficult to
change
often intimidated by and resistant to
tests
extensive speaking vocabulary
influences learning
physiological factors (visual, audio,
health) may influence learning
Dr. Sandra Ratcliff Daffron 2003 Slide 3
CHILDREN
more limited experience
learning is more often compulsory
learning is usually teacher-directed
school activities consume most time
learning typically limited to academics
much learning has deferred application
view teacher as having superior
knowledge and authority
more likely to expect success
less likely to have set ideas, attitudes or
behaviors; more adaptable
more accustomed to taking tests
limited vocabulary which is increased
through education
physiological factors are less likely to
influence learning