SIVATHANU N, TRAINER

OBJECTIVES

 To Know the characteristics, needs, and styles of the adult

learner
 Identify your own style of learning and communicating.
 To know what to expect from adult learners.
 To know how adults compare to children.
 To know tools/methods to foster adult learning.
 How to motivate adult learners
 Understand and create the optimal conditions and
environment for adult learning.
 To understand how adult learning leads to organizational
success
What is Andragogy?

 Adults learn best when learning is focused on

them, not the teacher.

 This is called Andragogy, “ is the art & science of

helping adults learn.”

 Historical Meaning: Andragogy comes from the

Greek word "anere" for adult and "agogus" the art
and science of helping students learn.
Andragogy Vs Pedagogy

Pedagogy is teacher-centered and subject-centered,

while Andragogy is student-centered.
Theory of Adult Learning

 The term andragogy was originally used by

Alexander Kapp (a German educator) in 1833,
and was developed into a theory of adult
education by American educator, Malcolm
Knowles.
 Knowles stated that,
Andragogy – German meaning as ‘man-leading’
Pedagogy – German meaning as ‘child-leading’
Knowles made four assumptions about adults
as learners:

1. Adults tend to be more self-directed as a result of

their maturity.
2. Adults possess personal histories which defines
their identities and serve as a resource of
experiential learning upon which new learnings
can be applied.
3. Motivation in adults is directed to more socially
relevant learning, and
4. Adult learners have interest in immediate
application for problem-solving.
Heutagogy

Heutagogy is described as “a learning theory based on

the concept of self determined learning fostering
independence in adult learning.
It is a learner-centered theory of learning emphasizing
that adults learn when they are ready.
It assumes that people have the ability to learn
continuously throughout life and in real time. This is
accomplished through various interactions with one’s
environment.”
The concept was first introduced in an essay by Stewart
Hase and Chris Kenyon (2000) entitled “From
Andragogy to Heutagogy”.
 Pedagogy - Children's Learning Andragogy - Adult's Learning Heutagogy - Self-directed Learning

Learner is a dependent personally. Adults are independent. Learners are independent.

They identify the potential to learn
Dependence Trainer determines what, how and They strive for autonomy and self
from novel experiences as a matter
when anything is learned. direction in learning.
of course.

The learner has few resources - the

Teacher provides some resources
teacher devises transmission Adults use their own and other's
Resources of Learning but the learner decides the path by
techniques to store knowledge in experience.
negotiating the learning.
the learner's head.

Learning is not necessarily based

Adults learn when they experience
Learn in order to advance to next on need but on the identification
Reason for Learning a need to know or to perform
stage. of the potential to learn in novel
more effectively.
situations.

Learning is subject centred,

focussed on prescribed curriculum Adult learning is task or problem Learners can go beyond problem
Focus of Learning
and planned sequences according centred. solving by enabling pro-activity.
to the logic of the subject matters

Motivation stems from internal Self-efficacy, knowing how to

Motivation comes from external sources - the increased self- learn, creativity, ability to use
Motivation sources - usually parents, teachers, esteem, confidence and these qualities in novel as well as
and sense of competition. recognition that come from familiar suitations and working
successful performance. with others.

Designs the learning process, Enabler or facilitator, climate of

imposes material is assumed to colaboration, respect and Develop learner's capability
know best. openness.
Role of the Teacher
Know how to learn
Have a high degree of self-efficacy
Can work well with others
Thomson Reuters 10 Steps Instructional
Design

1. Welcome:
– Enthusiastic open is important for all sessions.
– Make sure people are in right course.
– Trainer should introduce self & explain credentials on
the course topic.

2. Ice Breaker
– Don’t do boring like name, location, exp etc.
– Try favorite vacations & why.
– Best thing happened today morning.
CNTD. .

3. Objectives
– Convey end goal.
– Check frequently whether specific, measurable
objectives are being met.

4. Agenda
– Plan for the day/program (break, lunch etc).
CNTD. .

5. Connect
– Participants need to personally connect & commit to the
group training mission.
– Expectations & Concerns

6. Module content & Module Review

– Every module needs to have a review or retention will
not be a high as possible.
CNTD. .

7. Major Review
– Ask a question
– Quiz
– Treasure hunt
– Demo (after teaching)

8. Pre-close
– Summarize main points & take-aways
– Remind participants of objectives and see if there are last-
minute questions or comments.
– Check to see that objectives have been met.
CNTD. .

9. Evaluation
– Make evaluation a part of the course, not a throw-away
after the “main event.”
– Show respect for evaluations as a trainer & participants
will show respect for you.

10. Close
– Suggest next step for learning, thank people for their
commitment & engagement and send them off with
upbeat end.
THANK YOU