Concept of Pedagogy and Andragogy - 2 Chapter Notes | Crash Course for UGC NET Education PDF Download

Reflective Level of Teaching

Innovative Education

Also known as the introspective level, the reflective level of teaching involves deep and careful consideration of a specific matter over time. It is an advanced stage of teaching where both teachers and students engage in thoughtful reflection to address real-world challenges.

Reflecting on something means to think about it deeply and carefully over a period of time. It involves considering a specific issue or topic in great detail and with a lot of thought.

The reflective level of teaching is crucial for several reasons:

• It is considered a high level of teaching.
• It is thoughtful and beneficial.
• A student reaches this level only after progressing through earlier levels.
• Teaching at this level helps students tackle real-world problems.

Active Engagement and Problem Solving

• At the reflective level, students actively engage with real-world issues, using critical thinking to understand and solve problems.
• The focus is on identifying, defining, and finding solutions to problems, fostering original thinking and creativity.

At this level, the teacher adopts a democratic role, facilitating the development of students' talents and abilities without imposing knowledge. The student takes an active role in problem-solving and exercising original imagination.

The reflective level of teaching was developed by Hunt and Biggie, which is why it is sometimes referred to as Hunt and Biggie's Teaching Model.

Reflective Level of Teaching by M. Biggie

Collaborative Learning

M. Biggie proposed that the reflective level of teaching fosters a classroom atmosphere that is:

• More engaging and dynamic
• More analytical and receptive to fresh ideas

This method tends to be more effective than traditional teaching approaches. It aids students in developing their cognitive abilities, enabling them to address real-world challenges through reasoning, logic, and creativity.

Steps in Reflective Teaching

M. Biggie and Hunt identified the following steps in their model of reflective teaching :

• Focus
• Syntax
• Social system
• Support system

The objectives of this model include:

• Promoting critical and constructive thinking among students
• Improving problem-solving abilities
• Fostering independent and innovative thinking

Syntax of Reflective Teaching

The syntax of reflective teaching can be outlined in four steps:

• The teacher introduces a challenging scenario to the students.
• Students develop hypotheses for investigation.
• Students collect data to validate these hypotheses.
• Hypotheses are evaluated, and outcomes reflect the initial concepts of the students.

Social System in Reflective Teaching

The classroom setting should be:

• Open and autonomous
• Where students take the lead, and the teacher offers assistance

During instruction, techniques such as:

• Discussions
• Seminars

are employed to encourage active involvement, making all students attuned to addressing problems.

Support System

Lifelong Learning

• Objective type tests are used for evaluation instead of essay type tests.
• Attitude and belief of pupils are being evaluated.
• Involvement in learning activities is being assessed.
• Development of critical and creative competencies of the pupils is being evaluated.

Understanding Andragogy: The Science and Practice of Adult Learning

Andragogy is the study of how adults learn and the best ways to teach them. The word comes from Greek, where "andr" means "man" and "agogos" means "leading." So, andragogy is about "leading" adults in their learning journey.

Two Key Parts of Andragogy

• Understanding Adult Learning: This involves knowing the science behind how adults learn and what motivates them to learn throughout their lives.
• Supporting Lifelong Education: This is about putting into practice ways to help adults continue learning throughout their lives.

Malcolm Knowles and Andragogy

• Malcolm Knowles was a pioneer in adult education and believed that andragogy is a special way of thinking about and practicing adult learning.
• He viewed adults as self-directed learners who take charge of their own learning, with teachers acting as guides or facilitators.

Definitions of Andragogy

• Cooper and Henschke define andragogy as a theory that helps understand and improve adult learning by focusing on how adults learn best and what they need in different situations.
• Malcolm Knowles describes andragogy as both an art and a science of adult learning, encompassing all forms of learning by adults.

Characteristics of Andragogy

• Rich Experiences: Adults bring a wealth of experiences and knowledge to the learning process. Their diverse backgrounds serve as a valuable resource for learning.
• Background as a Resource: The varied backgrounds of adult learners provide a rich tapestry of perspectives and insights that enhance the learning experience.

Principles of Andragogy

Empowered Learning

• Adults should be involved in planning and evaluating their learning.
• Learning activities should be based on experiences, including mistakes.
• Adults prefer to learn about topics relevant to their job or personal life.
• Adult learning is often problem-centered rather than content-focused.

Theory of Andragogy

Malcolm S. Knowles’ Theory of Andragogy addresses the unique needs of adult learners. Unlike pedagogy, which focuses on children's learning, Knowles highlighted that adults are self-directed and expect to take charge of their own decisions. Adult learning programmes must reflect this essential characteristic. He discussed the key traits, principles, and assumptions related to andragogy in his work.

Assumptions Underlying Andragogy

This theory aims to specifically cater to adult learning needs. Knowles stresses that adults are self-directed and expect to take responsibility for their choices. Adult learning programmes should consider this fundamental aspect.

• It is founded on six key assumptions:

Self-Concept

Empowered Learning

• Adults typically have a stronger sense of self and security than children, which empowers them to take control of their own learning processes.

Past Learning Experience

• Adults bring a rich tapestry of past experiences to the table, which can be a significant asset in the learning process.

Readiness to Learn

• Many adults are acutely aware of the value of education and approach their learning with seriousness and focus.

Practical Reasons to Learn

• Adults often seek out learning opportunities that are practical and geared towards problem-solving.
• A common motivation for returning to education is the need to acquire specific skills for a new job or career path.

Internal Motivation

• Unlike children, who may be driven by external rewards or pressures, adults are generally motivated by internal factors such as personal goals and interests.

Problem-Centered Focus

• Adults tend to prefer learning that has immediate practical applications, seeking out opportunities that help them address real-world problems.

Critiques of Knowles' Theory

• Some critics believe that Knowles' andragogy lacks a solid empirical basis, raising doubts about its status as a genuine "theory of adult learning."
• Researchers like Jarvis and Davenport have pointed out that Knowles' views on adult learners are not backed by empirical data.
• Sandlin has argued that Knowles failed to consider the influence of social, political, economic, and historical contexts on individuals.

Introduction to Pedagogy and Andragogy

Pedagogy and Andragogy are two approaches to learning that differ in their focus and application. Pedagogy is the art and science of teaching children, where the teacher takes a central role in guiding the learning process. Andragogy, on the other hand, is the practice of facilitating learning for adults, recognizing their autonomy and prior experiences. While pedagogy is often associated with traditional classroom settings, andragogy is more relevant in adult education and professional development. Understanding the differences between these two approaches can help educators tailor their methods to suit the needs of different learners.

Difference between pedagogy and andragogy

Pedagogy

• In pedagogy, learners are dependent on the instructor for all aspects of learning.
• The teacher takes full responsibility for what is taught and how it is learned.
• Evaluation of learning is primarily the teacher's responsibility.
• Learners typically have limited experience to draw upon for learning.
• As learners progress, they are told what they need to learn to advance to the next level.
• The focus is on acquiring specific subject matter, with content sequenced according to the logic of the subject.
• Motivation is largely driven by external factors such as competition for grades and the consequences of failure.

Andragogy

• Andragogy emphasizes that learners are self-directed and responsible for their own learning.
• Self-evaluation is a key component, with learners assessing their own progress.
• Adult learners bring a wealth of experience, which enhances the learning process.
• Diverse experiences among adults enrich group learning.
• Experience is a crucial part of self-identity, and changes in circumstances often trigger a readiness to learn.
• Learners need to know how to perform better in specific areas of their lives.
• There is an ability to identify gaps between current and desired states, and learners are motivated to perform tasks, solve problems, and improve their quality of life.
• Learning is organized around real-life tasks and situations, rather than just subject matter.
• Internal motivators such as self-esteem, recognition, improved quality of life, self-confidence, and self-actualization play a significant role in driving learning.

Understanding Self-Directed Learning

Self-directed learning is where learners take charge of their own learning process. This means they plan, execute, and evaluate what they want to learn on their own. They decide the what, how, and when of their learning.

Malcolm Knowles describes self-directed learning as a process where individuals take the initiative, with or without help, in figuring out their learning needs, setting goals, finding resources, choosing learning strategies, and assessing their learning outcomes.

Competencies Required for Self-Directed Learning

• Learners should be able to plan and engage in their own learning activities.
• They need to develop the ability to learn and think independently.
• Fostering a sense of independence is crucial in self-directed learning.
• Cultivating problem-solving skills is essential.
• Time management skills are vital for effective learning.
• Developing decision-making abilities is also important.

Key Assumptions of Self-Directed Learning

• Malcolm Knowles outlines five key assumptions that underpin self-directed learning:
• It assumes that individuals develop their ability to be self-directed as part of their growth.
• It values learners' experiences as a resource for learning, alongside expert knowledge.
• It assumes that people are ready to learn what they need to cope with changing life tasks or challenges.

Self-Directed Learning

Self-directed learning is built on the idea that individuals naturally focus on tasks or problems. It also believes that learners are driven by internal factors like the need for self-esteem.

Characteristics of Self-Directed Learners

• Goal Setting: Self-directed learners establish clear objectives to expand their knowledge and keep themselves motivated.
• Emotion Management: They have the ability to manage their emotions effectively.
• Progress Monitoring: Learners can regularly assess their progress toward their goals.
• Strategy Revision: They are capable of adjusting their strategies to improve their progress.
• Obstacle Evaluation: Learners can identify potential obstacles and make necessary adjustments.

Dynamic Model of Learner's Autonomy

The Dynamic Model of Learner's Autonomy is a framework that helps both learners and advisors concentrate on important aspects of the learning process. This model considers cognitive, metacognitive, action-oriented, and emotional factors related to a learner's autonomy. It offers descriptions of learners' attitudes, skills, and behaviors, allowing them to focus on their individual needs and goals.

The Dynamic model includes three main dimensions:

• Action-Oriented Dimension: Involves planning, selecting materials and methods, completing tasks, monitoring progress, evaluating outcomes, cooperating with others, and managing one's own learning.
• Affective and Motivational Dimension: Focuses on managing emotions and self-motivation.
• Cognitive and Metacognitive Dimension: Pertains to organizing and structuring knowledge.

The Dynamic Model of Learner's Autonomy

The Dynamic Model of Learner's Autonomy encapsulates learner autonomy through competencies, skills, choices, and decision-making processes, emphasizing their interconnections.

Components Overview

• There is no hierarchy among these components, except for managing my own learning, which summarises all other components and oversees them.
• This model shows both structural and functional dynamism.
• It is structurally dynamic because each component is directly related to all the others.
• It is functionally dynamic because learners can choose to enter the model from any component.
• They can move freely from one component to another based on their individual learning needs and objectives.