W E S L E Y AN U N I V E R S I T Y P H I L I P P I N E S

GRADUATE SCHOOL
MASTER OF ARTS IN NURSING

ANDRAGOGY VS PEDAGOGY
REPORT
Submitted in Partial Fulfilment of the Requirements for the Subject
NSG 108- TEACHING STRATEGIES IN NURSING EDUCATION
Submitted to:
Prof. Erlinda E. Domingo

Submitted by:

Anne Michelle S. Briones R.N.

ANDRAGOGY VS. PEDAGOGY

OBJECTIVES:
A.
B.
C.
D.
E.
F.

To distinguish between child and adult learning approaches

To know adult learning styles and processes
To know the factors influencing child and adolescent learning
To understand how motivation influences learning
To know the principles of good teaching
To enumerate and give application examples of the principles in adult
learning

A. DISTINCTION BETWEEN CHILD AND ADULT LEARNING PRINCIPLES

A. Pedagogy
ORIGIN: Depending on the sources used, the term pedagogy is said to originate from either the Greek
term paidagogos for slave who took child to school/lead child (paides), or from the old French term
pedagogie , referring to teaching of children. Either way, the terms refer to the teaching or leading of
children in Britain and North America (compared to Europe in which it refers simply to the science of
education)
DEFINITION: The primary assumption of pedagogy is that the learner is "blank slate", with no prior
learning or experiences, who can be molded. Information is thought to be transferred passively with the
child as an empty vessel to be filled.
ASSUMPTIONS:

Learner is submissive. Teacher is responsible for directing learning, making educational

decisions

Learners have little experience to build on in learning

Motivation for learning is extrinsic to the learner (e.g parents, fear of failure, competition)

Learning is a function of acquiring specific content and skills for the future (curricula subject
centered)

CONSEQUENCES: There are a number of unintended consequences of these assumptions. First of all
the instruction is teacher-centred. Beane (1997) argues that this results in avoidance, dependency and
competition on behalf of the student. In avoidance, the student ceases to participate or does not
participate, or attends irregularly. If the learning is reliant on the teacher, the learner may become
dependent and seek security by following instruction. Another possibility is the development of a
competitive style, in which the learner focuses entirely on grades and may see classmates as
competitors.
B. Andragogy
ORIGIN: The concept of andragogy may have originated as early as with Socrates. He had a notion of
needing citizens who could think for themselves rather than deferring to authority. The term "andragogy"
was initially used in Germany in the 1800s by Kapp in relation to factory workers. The study of adult
learning began in 1928 with the work of Thorndike and his associates. In 1968, Malcolm Knowles
publicized the term "andragogy" and it became more widespread in use.
DEFINITION: A definition of andragogy is an organized and sustained effort to assist adults to learn in a
way that enhances their capability to function as self-directed learners (Mezirow, 1981). The term is now
used primarily to refer to the art and science of helping adults learn.
ASSUMPTIONS: The assumptions of andragogy are that the adult learner is seen as:

an increasingly independent self-directed learner

someone with a rich reservoir of life experiences for learning

Internally rather than externally motivated. someone whose learning needs are closely related to
their social roles (e.g. profession) and growth

Problem -centered with a desire for immediate application of learning, who learns best in the
context of a desired task

Regarding:

Pedagogy

Concept of
the learner

The role of the learner is, by definition, a

dependent one. The teacher is expected by
society to take full responsibility for determining
what is to be learned, when It is to be learned,
how it is to be learned. and if it has been
learned.

Roles of
learners
experience

Readiness to
learn

The experience learners bring to a learning

situation is of little worth. it may be used as a
starting point. but the experience from which
learners will gain the most is that of the
teacher. The textbook writer, the audiovisual aid
producer. and other experts. Accordingly, the
primary techniques in education are
Transmittal techniqueslecture.
Assigned reading. AVPresentations.

People are ready to learn whatever society

(especially the school) says they ought to learn,
provided the pressures on them (like fear of
failure) are great enough. Most people of the
same age are ready to learn the same
things. Therefore, learning should be organized
into a fairly standardized curriculum, with a
uniform step-by-step progression for all
learners.

Learners see education as e

Andragogy

It is a normal aspect of the process of maturation

for a person to move from dependency toward
increasing self-directedness, but at different rates
for different people and Indifferent dimensions of
life. Teachers have a responsibility to encourage
and nurture this movement. Adults have a deep
psychological need to be generally self-directing.
Although they may be dependent in particular
temporary situations.
As people grow and develop they accumulate an
increasing reservoir of experience that becomes an
Increasingly rich resource for learningfor
themselves and for others. Furthermore, people
attach more meaning to learnings they gain
from experience than those they acquire passively.
Accordingly,the primary techniques in education are
experiential techniquesIaboratory experiments.
discussion, problem-solving cases. simulation
exercises. field experience, and the like.

People become ready to learn something when

they experience a need to learn it in order to cope
more satisfyingly with real life tasks or problems.
The educator has a responsibility to create
conditions and provide tools and procedures for
helping learners discover their "needs to know
And learning programs should be organized around
life-application categories and sequenced
according to the learners readiness to learn.

Learners see education as a

process of developing Increased

Orientation to
learning

process of acquiring subjectmatter content. most of which

they understand will be useful
only at a later time in life.
Accordingly, the curriculum
should be organized Into subjectmatter units (e.g., courses) which
follow the logic cl the subject
(e.g., from ancient to modern
history. from simple to complex
mathematics or science).

competence to achieve their full

potential in life. They want to be
able to apply whatever knowledge
and skill they gain today to living
more effectively tomorrow.
Accordingly, learning
experiences should be organized
around competency-development
categories. People are
performance-centered In their
orientation to learning

LEARNING STYLE
Learning Style
According to MacKeracher (1996), learning styles may be thought of as the way in which people:

take in information
select certain information for further processing
use meanings, values, skills, strategies to solve problems, make decisions, and create new
meanings
change any or all of the processes or structures described in this list

CATEGORIES OF LEARNING STYLE:

1) physical domain visual, auditory and motor styles
2) cognitive domain concrete, abstract, sequential, random styles
3) affective domain internal and external psychological and physiological factors that affect how
we feel
1. PHYSICAL DOMAIN
When we speak of learning styles in the physical domain, we are referring to people who feel
most comfortable using their physical senses sight, hearing, touch, smell and taste when learning.
Although we use all or most our senses when learning, many of us have a strong preference for one
modality over another for taking in and processing information. The predominant physical or sensory
styles are described in the following paragraphs.
Visual Style

prefer, enjoy, or require: Graphic illustrations such as bar graphs or

crosstabs to explain data; color codes to highlight salient information; maps
to find their way on the subway or while driving in a new city; written
material to study new concepts; wall charts that display points to be
remembered; written outlines; drawings or designs to illustrate overhead
presentations; sitting "up close" in a presentation in order to see the
presenter's face, gestures, or visuals; taking notes during a lecture;

instructors to repeat verbal directions.

Auditory Style

prefer, enjoy, or require: A verbal presentation of new information, such as

a lecture; group discussions to hear other points of view or practices; fastpaced verbal exchanges of ideas; a good joke or story that they can repeat
for others; verbal cues or pneumonic devices to help them remember
information; music at the beginning or during transitions in a training
setting; words to accompany a cartoon; oral reports of working groups

Motor Style

prefer, enjoy, or require: Movement, such as rocking or shaking a leg

during a lecture; hands-on experience to learn a task; gestures while
making a point; role play exercises over discussion groups; shaking hands
when meeting or greeting people; trying new things without a lengthy
explanation of the activity; frequent breaks; regular opportunities to change
seating or room arrangement; "just doing it" rather than talking about it

2. COGNITIVE DOMAIN
Cognition can be defined simply as the way a person thinks. Thus, when we speak about someone as
having a cognitive learning style we mean that his or her preferred approach to learning in general is
mentally centred.While we all learn cognitively (i.e., we all think as we learn), for some of us the
processing of information is more centred in the physical or affective domain, whereas others of us prefer
to think our way through problems (e.g., problem-solve, brainstorm, analyse, etc).
In terms of ordering information, the brain does so along a continuum from sequential to random. Some
learners will prefer to have material presented to them in a very linear or step-by-step way. Gregorc
identifies these individuals as sequential learners. In contrast, other learners will prefer a more holistic or
global approach. That is, the sequence the information is presented is less important to them. As long as
the information gets to them, it doesnt matter what the order is. Based on these dimensions of the
learning process Gregorc identified four cognitive learning styles:

concrete sequential

need a structured approach to learning. Specific schedules

and stated course requirements will be important them. Clear expectations
of performance are needed and they will appreciate a step-by-step
approach to learning with continual validation along the way. The majority
of present day educational institutions approach learning in a concrete
sequential manner

abstract sequential

these learners work best on their own. They are able to formulate theory,
and are expert at doing research and learning from books. Structured
learning is helpful, but these learners do not depend on direction and
reinforcement from an instructor to the extent that concrete sequential
learners do. They are especially suited to academic environments and
often succeed exceptionally well at university.

concrete random

these learners need concrete experiences to reinforce their learning. They

are divergent thinkers; that is, they excel at brainstorming, problem-solving

and being innovative. Experiential or hands-on learning is essential for
them to grasp ideas and formulate opinions. These learners can work
equally well in groups or on their own. They prefer choice and
encouragement to solve problems independently. These learners are often
least accommodated in educational institutions since they need openended and experiential learning experiences.

abstract random

these learners work best in groups. Clarifying their thinking through

discussion with others is the way they learn best. They enjoy interacting
with others and will often work hard to obtain an instructors approval.
Relationships are key to effective learning for these learners. Academically,
they may struggle without some positive encouragement from and
interaction with their instructor(s).

3. AFFECTIVE DOMAIN
The affective domain encompasses how we feel emotionally and physically. These feelings are affected
by factors both internal and external to ourselves. The affective domain is also often referred to as the
emotional/relational domain.
Physiological Factors:
Physiological factors refer to those things that affect how we feel physically.
a. Internal factors that may diminish our ability to learn include hunger, thirst, fatigue, and illness.
b. external factors involve environmental comfort concerns such as temperature, noise and light
levels, amount and type of distractions, and physical surroundings (e.g. comfortable furniture,
adequate working space, etc).
Psychological Factors:
Psychological factors refer to those things that affect how we feel emotionally.
a. internal factors that may affect our learning include: our personal style, motivation, willingness to
take risks, persistence and attention abilities, and attitudes, beliefs, and assumptions .
b. external factors may include: personal style of others, stressful situations at work or home,
support from others, etc.
IMPORTANCE OF LEARNIING STYLES
Firstly, we need to be aware of learning styles to avoid mismatches in style between instructors and
learners. When we teach using our own preferred style not all of our students will have the identical style.
Inevitably, learning will be diminished for some.

Secondly, we need to assist our students to identify their learning styles in order that they may build
confidence and more effectively manage their own learning.
Thirdly, in that our own preferred learning style can influence our approach to planning, implementing and
evaluating instruction, it is equally important for us to be conscious of our style. We need to become
informed about alternate styles, and strengthen our ability to work in these styles in order to develop
instruction for students with a broad range of styles.
Finally, although most of us have a preferred learning domain, this does not mean that we dont use or
cannot develop alternate domains. Similarly, within a domain we are likely to have a preferred learning
style. Becoming aware of other styles and working to strengthen weaker ones can enhance learning by
providing a variety of strategies for taking in and processing information.

CHILD AND ADOLESCENT LEARNING

Most adult learners have developed a preference for learning that is rooted in childhood
learning patterns. To understand and address adult learners, it is important to understand
differences in children's development and learning. As children develop, their ability to process
information is affected by their own individual strengths and weaknesses and the environment in
which they grow and learn. Individual differences in children's interests, aptitudes, abilities, and
achievement can be quite pronounced. For example, some children have an especially strong
auditory memory that enables them to remember what they hear with little effort, while others
may be less skilled. This can be seen in differences in following verbal directions given by a
teacher or coach, or in the ability to learn the words to a new song. Some children have an
especially keen eye for noticing detail in pictures or a design in a pattern. This can be seen in
differences in speed in recognizing letters of the alphabet or understanding principles of
geometry. Some children are very talented artists from the first moment they are given crayons
or other tools to draw, while others develop such a skill through structured learning opportunities
at school and at home.

Behavioral characteristics can also affect learning in children. Children may have a short
attention span or be easily distracted by sounds or movement around them, while others can stay
with a task for a lengthy period of time, regardless of what might be going on around them. Some
children appear more "emotionally mature," which can translate into greater patience, ability to
cooperate, or a higher tolerance for frustration, while others become upset quickly if a task is
frustrating. Some children have a "need to move" or be more active than is typical for their age
group; others simply have more stamina, and so on.

In addition, stimulation and opportunity can affect ability and achievement. If a child is
deprived of opportunities to move, explore, touch, grasp, and/or interact with sound and speech,
long-term learning ability is diminished. Furthermore, without opportunities to use once learned
skills, the ability to perform tasks is often lost and must be relearned.

ADULT LEARNING STYLE

ADULTS WANTS IN LEARNING
The idea that adults as learners require different educational strategies than children was first voiced fifty
years ago when Irving Lorge (1947), writing about effective methods in adult education, suggested that to
reach the adult learner, you have to reach to what adults want. He stated that adults have "wants" in the
following four areas:
1. To gain something.
2. To be something.

3. To do something.
4. To save something

Eduard Lindeman, also writing in the 1940s, proposed that adults learn best when they are actively
involved in determining what, how, and when they learn. Since the 1970s, several authors and training
experts have expanded upon the original concepts presented as adult learning theory.
Ultimate instruction, as used here, means helping adults to learn and involves far more than lecturing or
presenting information. It involves instructing for resultspowerful, highly effective instruction that results
in applicable learning for adult participants.

PERSONAL LEARNING STYLES- MOTIVATION

The key to using adult's "natural" motivation to learn is tapping into their most teachable moments: those
points in their lives when they believe they need to learn something new or different (Zemke & Zemke
1995).
Sometimes, adults enter the learning environment with little interest or motivation. Many genuinely want
to improve their job performance or to learn new knowledge and skills in order to move up the career
ladder.Their motivation can diminish if the instructor fails to direct and encourage this or other interests
and motivations.
Trainers can help learners develop an early and appropriate "mental set" for learning programs by
overviewing the course objectives, describing upcoming activities, and helping them see the future
advantages of the instruction to them and their work (McLagen 1978). Introductory exercises early in the
session can help establish the mental set. For example, an exercise titled "hopes and fears" allows
participates the opportunity to express their learning goals and concerns. In this exercise, participants are
instructed to write down on tear sheets their hopes (goals and desires) and fears (concerns and specific
issues about the instructional session), individually or in small groups. The instructor then uses this
information to ensure that instructional objectives are on the mark and that the instructor is sensitive to
individual participants.
Motivation can be improved and channelled by the instructor who provides clear instructional goals and
learning activities that encourage and support strong learner interest.
To best capitalize on this high level of learner interest, the instructor should explore ways by which the
needs of each learner can be incorporated into the training sessions.
PRINCIPLES OF GOOD TEACHING
1. Learning- the pupil must mentally active most of the time and physically active some
of the time. Extensive physical and mental activity on the teachers part will necessarily guarantee
learning on the pupils part. In numerous learning situations, the child learns better if he is
engaged in some physical activity while concentrating upon mental task.
2. Many methods- there is no single correct way to teach a class. There are many good ways. The
outworn assign, study, and recite method is disappearing as quickly as the one-room school. A
method which fails with one child may be very helpful to another.
3. Motivation- effective motivation arises from childrens interests, needs, problems and expressed
purposes. Although we humans learn, it is nevertheless true that interest is the unfamiliar can be
developed by relating unknown interests, problems and purposes but must go beyond their
immediate wishes, to more worthy purposes.
4. Well- balanced curriculum- the curriculum should serve two purposes: to provide essential skills
for the child to enable him to become useful member of society; to satisfy the childs personal
and immediate needs. There should be a blend and a balance of the two throughout the days
curriculum.
5. Individual differences- good teaching recognizes individual differences. The slow learning child,
the average child and the bright child. The three commonest categories- Have to be taught in
different ways. In addition to childrens intellectual differences there are differences in emotional,
social, physical, spiritual, aesthetic and moral development. Good teaching will adapt methods,
activities, assignments and advice to each pupil based on understanding of his unique
characteristics.
6. Lesson Planning- units lesson, activities and even housekeeping must be well-planned and as
much as possible avoid excessive improvisation. A workable timetable must be work out. The first
draft of a plan may have to be revamped or completely re-drawn if proven unworkable. Daily

7.

8.

9.

10.

11.
12.

13.
14.

planning should be detailed and classroom management made routine. All planning should be
flexible.
The power of suggestion- suggestion are more fruitful than dictation. Through the power of
positive suggestion, children are willing to undertake tasks and procedures which they may have
felt inadequate to tackle before, or had not considered. Suggestions may be given as which to
which books and materials to use, how to solve problems and what procedure to follow.
Encouragement- good teaching is characterized by daily help to the pupils in judging their own
progress. The teacher indicates where progress is being made, both of the class as a whole and
to individual pupils. Praise, given only when earned, makes pupils aware of their success.
Constructive criticism may be needed where persistent errors are being made.
Remedial teaching- good teaching is both diagnostic and remedial. In many subjects, such as
spelling, grammar, reading, arithmetic, and penmanship, there are standardized achievement and
diagnostic tests available to help teachers pinpoint specific errors and weaknesses. Teacher
made tests based on content studied also indicate where remedial teaching may be required.
Democratic environment- children learn democracy by living it. in return for rights and privileges
within the classroom, children should be aware of their responsibilities to the group and group
service.
Stimulation- each child can be stimulated, within the limits of his abilities, to exceed his present
effort.
Integration- by building upon previous knowledge and experience, new learning and new
experiences become more meaningful. Learning involves a reorganization of previous experience
and an integration of what has been completed into the new learning experience.
Life-like situation- children should be guided into realization that their school studies and activities
are a part of life.
Independence a childs increasing independence from adults and ever increasing sense of
responsibility are signposts of good teaching. The process is a gradual one, extending over the
entire school life of the child.

PRINCIPLES AND CONDITIONS OF ADULT LEARNING

1. Adults are internally motivated and self-directed

Adult learners resist learning when they feel others are imposing information, ideas or actions on them
(Fidishun, 2000). Your role is to facilitate a students' movement toward more self-directed and
responsible learning as well as to foster the student's internal motivation to learn.

As clinical educator you can:

Set up a graded learning program that moves from more to less structure, from less to more
responsibility and from more to less direct supervision, at an appropriate pace that is challenging
yet not overloading for the student.

Develop rapport with the student to optimize your approachability and encourage asking of
questions and exploration of concepts.

Show interest in the student's thoughts and opinions. Actively and carefully listen to any questions
asked.

Lead the student toward inquiry before supplying them with too many facts.

Provide regular constructive and specific feedback (both positive and negative),

Review goals and acknowledge goal completion

Encourage use of resources such as library, journals, internet and other department resources.

Set projects or tasks for the student that reflects their interests and which they must complete and
"tick off" over the course of the placement. For example: to provide an in-service on topic of
choice; to present a case-study based on one of their clients; to design a client educational
handout; or to lead a client group activity session.

Acknowledge the preferred learning style of the student. A questionnaire is provided below that
will assist your student to identify their preferred learning style and to discuss this with you.

2. Adults bring life experiences and knowledge to learning experiences

Adults like to be given opportunity to use their existing foundation of knowledge and experiences gained
in life, and apply it to their new learning experiences.

As a clinical educator you can:

Find out about your student - their interests and past experiences (personal, work and study
related)

Assist them to draw on those experiences when problem-solving, reflecting and applying clinical
reasoning processes.

Facilitate reflective learning opportunities which Fidishun (2000) suggests can also assist the
student to examine existing biases or habits based on life experiences and "move them toward a
new understanding of information presented"

3. Adults are goal oriented

Adult students become ready to learn when "they experience a need to learn it in order to cope more
satisfyingly with real-life tasks or problems" (Knowles,1980 p 44, as cited in Fidishun, 2000). Your role is
to facilitate a student's readiness for problem-based learning and increase the student's awareness of the
need for the knowledge or skill presented.

As educator, you can:

Provide meaningful learning experiences that are clearly linked to personal, client and fieldwork
goals as well as assessment and future life goals.

Provide real case-studies (through client contact and reporting) as a basis from which to learn
about the theory, OT methods, and functional issues implications of relevance.

Ask questions that motivate reflection, inquiry and further research.

4. Adults are relevancy oriented

Adult learners want to know the relevance of what they are learning to what they want to achieve. One
way to help students to see the value of their observations and practical experiences throughout their
placement is to:

Ask the student to do some reflection on for example, what they expect to learn prior to the
experience, on what they learnt after the experience, and how they might apply what they learnt
in the future, or how it will help them to meet their learning goals.

Provide some choice of fieldwork project by providing two or more options, so that learning is
more likely to reflect the student's interests.

5. Adults are practical

Through practical fieldwork experiences, interacting with real clients and their real life situations, students
move from classroom and textbook mode to hands-on problem solving where they can recognize firsthand how what they are learning applies to life and the work context.

As a clinical educator you can:

Clearly explain your clinical reasoning when making choices about assessments, interventions
and when prioritizing client's clinical needs.

Be explicit about how what the student is learning is useful and applicable to the job and client
group you are working with.

Promote active participation by allowing students to try things rather than observe. Provide plenty
of practice opportunity in assessment, interviewing, and intervention processes with ample
repetition in order to promote development of skill, confidence and competence.

6. Adult learners like to be respected

Respect can be demonstrated to your student by:

Taking interest

Acknowledging the wealth of experiences that the student brings to the placement;

Regarding them as a colleague who is equal in life experience

Encouraging expression of ideas, reasoning and feedback at every opportunity.

PRINCIPLES AND CONDITIONS OF ADULT LEARNING

1.

Adults must want to learn- They learn effectively only when they have a strong inner
motivation to develop a new skill or acquire a particular type of knowledge.
Helping their children is a strong motivator for learners who are parents.
Getting a high school diploma or a good job is another strong motivator for adults.

2.

Adults will learn only what they feel they need to learn -Adults are practical in their
approach to learning; they want to know, How is this going to help me right now?
Be practical, be direct.

3.

Adults learn by doing Children learn by doing, but active participation is more important
among adults.
Adults need to be able to use these skills immediately so that they see their relevance.

4.

Adult learning focuses on problems and the problems must be realistic-Children

learn skills sequentially. Adults start with a problem and then work to find a solution.
Begin by identifying what the learner can do, what the learner wants to do and then address
the gaps and develop practical activities to teach specific skills.

5.

Experience affects adult learning- Adults have more experience than children. This
can be an asset and a liability.
Use the learners experience (negative or positive) to build a positive future by making sure
that negative experiences are not part of their experience in your program.

6.

Adults learn best in an informal situation- Children have to follow a curriculum. Often,
adults learn only what they feel they need to know.
Involve adults in the learning process. Let them discuss issues and decide on possible
solutions. Make the environment relaxed, informal and inviting.

7.

Adults want guidance-Adults want information that will help them improve their situation
or that of their children. They do not want to be told what to do. They want to choose options
based on their individual needs.
Present options, not instructions.