EDU 543 WEEK 2 Assignment Pedagogy VS Andragogy PDF

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CONTRASTING THE DIFFERENCE BETWTEEN PEDAGOGY AND ANDRAGOGY...

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ENG 534_WEEK 2_PEDAGOGY VERSUS ANDRAGOGY_ 50 PT ASSIGNMENT

PART 1 (Refer to separate but attached Venn Diagram I designed) At their core, pedagogy and andragogy are both similar in etymology in that they are intrinsically entwined in meaning. Andragogy has the Greek meaning of “man-leading” whereas pedagogy has the Greek meaning of “child-leading.” (Pappas, C. The Adult Learning Theory: Andragogy. May 9, 2013) Pedagogy revolves around the education of a child and it entails. It is a teacher-focused philosophy that rarely considers the needs of the child. It is a traditional black and white model of teachers exercising dominion over what is taught in the classroom, how it’s taught and how the child is to react to the material. In the 19th century, I picture this model as the stereotypical nun facilitating her classroom in a monotone and dictatorial manner, wielding her long ruler that sharply slaps any hand belonging to a child that is not cooperative. (Conner, Marcia, L. Andragogy and Pedagogy. 1997-2004) Andragogy is the education of adults. It is based more upon the experiences of the student. Although in the beginning, andragogy was created as a means to address adults for employers and other similar situation., Theorists such as Malcolm Knowles realized that educating children was extremely different that educating adults. Knowles identified factors that encompass an adult’s educational needs. . (Conner, Marcia, L. Andragogy and Pedagogy. 1997-2004) The key factors to remember with pedagogy is that it is not student focused. Instead, it is curriculum focused and teacher directed. On the other hand, Andragogy is student-focused and is driven by the experiences of the adult. Pedagogy drives young learners to action because they are driven by their desire for rewards or punishments that will result if they don’t perform. Adult learners are inspired to learn by their own individual internal factors. In pedagogy, child learners draw from their teachers for knowledge because they don’t have life experiences to draw information from. Adults are a wealth of information because of their own life experiences. Adult’s life experiences are their resources that they draw from. (Merriam, B. & Bierema, L. L. Adult Learning: Linking Theory and Practice. 2014)

PART 2 If you investigate the history of teaching education and plug the variables along a linear timeline, the results are fascinating. History is filled with humankind attempting to educate populations or classes of people. Jesus used parables to teach his followers which included men, women and children.

One of the foremost learning theorists of pedagogy is John Dewey and Howard Gardner. Dewey developed the theory (which is obvious in modern times) that posits a “child-centered approach in education.” (Leshkovska, E. A., & Spaseva, S. M. (2016. Pg. 57). After John Dewey, Howard Gardner further developed Dewey’s philosophies by writing the theories of Multiple Intelligences. I personally utilized Gardner’s Multiple Intelligences in my own classrooms. Gardner based his theories on a child’s personal cognitive intelligences: linguistics, logical-mathematical, spatial, musical, bodily/kinesthetic, intrapersonal and interpersonal. Later on, he added naturalistic intelligence. (Leshkovska, E. A., & Spaseva, S. M. (2016. Pg. 58) During my studies at Northern Arizona University in elementary education, I studied Gardner’s Multiple Intelligences extensively. In fact, I based much of my teaching philosophy on Gardner’s MI and Maslow’s Hierarchy of Needs. Once I graduated and became a full-fledged certified teacher, I was determined to be a teacher that my first graders would remember my name once they reached adulthood. In my elementary years, I was an undiagnosed ADHD child/adolescent. Once I progressed to my university studies, my ADHD worsened, and I struggled until graduation. It wasn’t until I was in my early thirties that I was diagnosed and put on the proper medication. Nevertheless, I made sure that my curriculum was able to reach the individual learning styles of my students individually. I incorporated Maslow and Gardner’s theories into my curriculum development and lesson plans for both my first graders the first two years. My first year of teaching I taught sixth, seventh and eighth grade math. What I discovered is the vast difference between the grades and how I can take one subject, (i.e., math) and modify it up or down, depending on the maturity level of the young person. With my first graders, we would use music and dance around to addition and subtraction tables, but with my junior high students, I would use “math baseball.” This utilized the methods of Gardner’s MI by using bodily/kinesthetic, spatial, logical, and intrapersonal group intelligences. Incredibly, I compared it to athletes that cross train. By cross training and using multiple ranges of workout methods, the athlete becomes even stronger. It is the same with educating people. The more creative you are with your modalities, the more the students retain. Also, as I had hoped, I’ve had a handful of my students find me on Facebook to let me know that I was their favorite teacher and how much they loved going to school because of me. Looking back on my teaching experiences has rekindled a desire to prepare for teaching adults, or early adults. I can personally say that after training from 8am to 6pm last week for my Insurance test, I was impressed with the techniques that our teacher used. The material was incredibly boring and dull, but our facilitator used real-life role playing, live videos on actual car crashes and different games and group projects to help us prepare for the two hour test we eventually took on Friday. I was amazing at how much material I retained as a result of our facilitator’s applications. His andragogy was not teachercentered but student centered. Because of his approach, we were able to take our own life experiences and apply them to our learning. I foresee in my future as an adult educator that my andragogy will be anything but dull. I will make sure that as I forge my professional path as a teacher, I will incorporate the theories of John Dewey, ensuring that my classroom is always student centered. ( Leshkovska, E. A., & Spaseva, S. M.2016)

REFERENCES Giannoukos, G., Besas, G., Galiropoulos, C., & Hioctour, V. (2015). The Andragogy, the Social Change and the Transformative Learning Educational Approaches in Adult Education. Journal of Education and Practice, 6(10), 46–50. (Permalink): https://lopes.idm.oclc.org/login? url=https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1081666&site=edslive&scope=site

Johnson, M., Partlo, M., Hullender, T., Akanwa, E., Burke, H., Todd, J., & Alwood, C. (2014). Public Deliberation as a Teaching Andragogy: Implications for Adult Student Learning from a Doctoral Higher Education Policy Course. In Journal of the Scholarship of Teaching and Learning (Vol. 14, Issue1, pp. 95–108). (Permalink): https://lopes.idm.oclc.org/login? url=https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1023645&site=edslive&scope=site

Giannoukos, G., Besas, G., Galiropoulos, C., & Hioctour, V. (2015). The Andragogy, the Social Change and the Transformative Learning Educational Approaches in Adult Education. Journal of Education and Practice, 6(10), 46–50. (Permalink): https://lopes.idm.oclc.org/login? url=https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1081666&site=edslive&scope=site

Merriam, Sharan B. & Bierema, Laura L. Adult Learning: Linking Theory and Practice.( 2014) John Wiley & Sons, Inc. Retrieved From: https://www.gcumedia.com/digitalresources/wiley/2013/adult-learning_linking-theory-and-practice_ebook_1e.php

Pappas, Christopher. “The Adult Learning Theory: Andragogy”. Elearning Industry. May 9, 2013. Retrieved from http://elearningindustry.com/the-adult-learning-theory-andragogy-of-malcolmknowles Conner, Marcia, L. “Andragogy and Pedagogy.” Ageless Learner. 1997-2004. Retrieved from https://agelesslearner.com/intros/andragogy.html

Leshkovska, E. A., & Spaseva, S. M. (2016). John Dewey’s Educational Theory and Educational Implications of Howard Gardner’s Multiple Intelligences Theory. International Journal of Cognitive Research in Science, Engineering & Education (IJCRSEE), 4(2), 57–66. Retrieved from https://doi-org.lopes.idm.oclc.org/10.5937/IJCRSEE1602057A...