3) Teaching styles - Pedagogy (teacher centred) vs Andragogy (learner centred - discovery learning)

Teacher Training - Video 3) : Pedagogy (where the tutor controls most of the activities, often from the ‘front’ of the class) WHERE THE TEACHER GENERALLY;
Controls, Directs, Manages, Suggests.
With Pedagogy, the teacher will often be at the HUB of the learning experience with most activities being controlled by the teacher, through the ‘spokes’ of a ‘wheel’, using an analogy. The learners are on the rim of the wheel, the tutor is at the centre, with communication from tutor to learner using the spokes.
Versus;
Andragogy; WHERE THE TEACHER GENERALLY;
Empowers learners to learn for themselves.
Will facilitate collaborative learning environments where all contributions are part of the learning process.
Will use small group and pair work, EXCLUDING direct input from the teacher - but needs to be closely monitored and structured beforehand.
The teacher will often ‘facilitate’ learning environments with a tightly structured framework of instructions usually contained in specifically designed ‘resource packs’.
The teacher’s role can often be to offer personal support through guidance and advice, when needed. Learners learn collaboratively using user friendly and comprehensive resource packs and the practical ‘tools’ to learn for themselves in an interactive and dynamic way, rather than through the tutor’s voice alone, (pedagogy).
Practical considerations: When planning your ‘teaching’ activities, consider if some learners (especially the extroverts) would prefer/benefit from ‘more to do’ earlier on, and independently of you?
I.e. using some andragogic (learner centred) opportunities, using pair (and group work) to ‘problem solve’ and to address the very important ‘affective’ learning domain’ (see - tinyurl.com/37... ) i.e. the ‘heart’, without your direct involvement, where the key knowledge comes from your resource pack rather than your mouth.
I.e. learners can seek the information needed (in the resource pack) to solve problems (case studies, simulations and role plays), when they feel that they need to rather than trying to remember everything that you have said.
Consider if a teacher centred (pedagogic) approach would suit all of your learners? Could a pedagogic approach be the ‘culture’ in your profession at the moment, for no good reason? This could lead to ‘cognitive dissonance’ in your learner’s and ineffective learning perhaps. See - tinyurl.com/53...
Consider if your learners are dependent on you from the start? They may need other teaching methods to facilitate independence of thought and action to generate self-learning and personal development skills perhaps.
This is what they need ‘in the real world’ as you won’t be there to help out! The use of more practical work and verbal/written/video/physical case studies, earlier on, would be helpful for people to explore the subtle aspects of the topic in a relevant context.
It may also be useful for you to consider transactional analysis: (See - tinyurl.com/2b... ), where, ideally perhaps, you are aiming for an ‘adult’ to ‘adult’ relationship to encourage learner self-determination and internalised learning. Perhaps you are in the role of ‘parent’ throughout much of your sessions? If so, will this be beneficial to deep, enjoyable and effective learning?
Providing an andragogic ‘ice-breaker’ exercise, early on, where people can interact with one another, in an organised way, without the tutor interrupting, addresses aspects of the ‘Affective Domain (heart, Bloom). Ideally keep it relevant to the subject. For example, reference to money, injury, death & promoting well-being.
Establishing emotive ‘HOOKS’ early on. This can switch people on to the subject and also prevent initially switched on and motivated participants becoming switched off! I.e. establish RELEVANCE for people personally and professionally.
For example, by asking WHY / HOW could this session help us? Or what do you want out of this session? Again; reference to money, injury, death & well-being.
Are your sessions ‘andragogic’? Consider whose voice is predominant during the sessions - if it is yours (as the tutor) is this conducive to learner engagement with the topic and deep and effective learning?
Consider who will be at the ‘hub’ of the learning. If you are at the hub of the learning experience is this conducive to the learners being able to really learn effectively? Are you able to address the affective domain (heart)?
Also consider the general atmosphere of the class room. Will it be generally quiet (apart from you speaking and some questions and answers from time to time?) Are the learners passive? Will the class be humming with activity and pockets of meaningful discussion; will the learners kept active?
Text book available on Amazon at: tinyurl.com/3t...