...Andragogy vs Pedagogy Andragogy vs Pedagogy Today, there are many ways to obtain an education. Before, students obtained their education through sitting in a classroom in schools, colleges or universities. Now, obtaining ones education may be done by home schooling and online classes. The changes in the education system have led to the development of many teaching methods. Two major and common methods of teaching are andragogy and pedagogy. The purpose of this paper is to compare and contrast andragogy and pedagogy. “Andragogy is the process of engaging adult learners in the structure of the learning experience” (Conlan, Grabowski, & Smith. 2013). In simple words, it is the art and science of helping adults learn. This learning experience consists of different methods and strategies to assist adult humans in obtaining their education. Pedagogy is the connection of the teaching by the teacher, to the learning of a child student (Gehring, 2010). Thus, pedagogy literally means the art and science of teaching children. This is the most dominant form of teaching and referred to as the traditional, teacher-directed approach. “Andragogy is a newer word that was coined in the 1800s by Alexander Knapp, a German educator, and popularized in the 1960s by Malcolm Knowles, an American educator whose focus was on adult education” (Findsen, 2010). It fell into disuse and didn’t reappear until 1921when...
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...IVEY BUSINESS JOURNAL Brief summary of main points in reading: Innovation depends on customers learning: Today companies make new products by just changing the names. Rest everything is same such as technology and the contents. Such new products cannot be called innovative because these soon get forgotten by customers. Customers need to active and aware of the product innovations. Teaching customers new Behaviours: There is a rigorous need for Pedagogy i.e the correct use of teaching strategies. This can help in forming and reinforcing new customer behaviours and extinguishing old patterns which are useless. Many big companies such as RIM used this strategy and achieved their goals. Traditional marketing was more focussed on cognitive principles whereby the customer attitudes were formed by perceptions. But now the marketers have no time to inform or remind the customers about their products. Pedagogy for innovating customers behaviour: Table 1 shows the various stages involved in teaching customers. There is a proper hierarchy for this. It starts with Emotional, then cognitive and ends at behavioural. EMOTIONAL: It involves: * How the customers acquire new ideas? * How customer responds? * Do they value the information they receive? * How they organize and characterize the information? COGNITIVE: * Customers need to know that an innovation had been created * They must be in a position to comprehend the benefits...
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...DIALOGIC TEACHING AND THE STUDY OF CLASSROOM TALK A DEVELOPMENTAL BIBLIOGRAPHY Robin Alexander Universities of Cambridge and York This bibliography puts in more or less chronological order Robin Alexander’s publications on spoken language in learning and teaching up to February 2015. It starts with observational and discourse studies undertaken in the north of England during the 1980s and early 1990s. Then follows the Culture and Pedagogy international study out of which Alexander’s approach to dialogic teaching developed. Towards Dialogic Teaching presents this approach in detail, and Essays on Pedagogy extends the dialogic principle into wider aspects of education, reasserting the importance of an international perspective. Next come evaluation reports from two of the UK local authorities with whose teachers Robin Alexander has worked. The bibliography also includes relevant articles and book chapters. It ends with the 2010 final report of the Cambridge...
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...readings and discussions, I have learned a great amount about Culturally Relevant Pedagogy, Culturally Sustaining Pedagogy, Critical Media Literacy and Critical Reflection. Each of these topics have differences but they all affect one big idea. That idea is teaching. Culturally Relevant Pedagogy is when teaching is connected through a student’s own diverse, ethnic and racial identities. This idea allows teachers and students to build “bridges” and “cross cultural borders,” as described in our previous power point presentation. Another factor of CRP is that is “argues that race, ethnicity and culture are inherent features of humanity” and these factors therefore affect both teaching and learning. This describes teaching as giving...
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...A Comparison of Andragogy to Pedagogy Before the differences between Andragogy and Pedagogy can be examined a working definition of both needs to be established. Pedagogy is derived from the Greek words paid and agogus, which translates to the art and science of teaching children (Sarapin and Bertoline, 2000). Pedagogy is in actuality the study of being a teacher, the process of teaching, and the correct use of instructional strategies (“Pedagogy,” 2011). Pedagogy helps teachers understand the role of learning theory in the design and function of class activities (Okojie, Olinzock, and Okojie-Boulder, 2006). Pedagogy evolved in 7th and 12th century schools of Europe and its foundational theories about learning and learners are based on observations of monks teaching simple skills to children. These ideas were further adopted and reinforced in 18th and 19th century Europe and North America elementary schools. Even in the beginning stages of the scientific study of learning around the turn of the 20th century, research was limited to mostly the reactions of children. Because of this pedagogy evolved into a learning model predominately for the education of pre-adults (Holmes and Abington-Cooper, 2000). In the early 20th century when adult education began emerging, teachers of adults began seeing problems with the pedagogical model. One of the biggest problems was that pedagogy proposes that the purpose of education was the transmittal of knowledge and skills through the...
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...one position. You may also support your argument with evidence drawn from your own experience.’ This paper critically examines the varied approaches to teaching English for Academic Purposes (EAP). In particular, it examines Critical Pedagogy, Pragmatic Pedagogy and Critical-Pragmatic Pedagogy in the context of teaching academic writing to university students. This is an important issue as there is widespread debate as to what constitutes effective EAP instruction within the academic sphere. The conflicting perspectives are that a critical approach to pedagogy, with its challenge of current ‘implicit and explicit standards’ (Cherryholmes: 1988) is most effective. Other academics argue the case of a vulgar pragmatic approach that relies on structure and ‘the notions of theory and practice’ (Williams: 1983). There is also support for a hybrid approach to EAP learning, known as critical pragmatism. This method encourages the characteristic critical pedagogical challenge of the status quo, while still requiring ideas to be translated and conveyed by means of structured ‘discourse practices’ (Cherryholmes: 1988). Finally, upon examining the aforementioned approaches to EAP by review of scholarly literature, I intend to argue affirmatively that vulgar-pragmatic based pedagogy is the best and most effective method of teaching EAP to university students. The concept of critical pedagogical learning relies on the principle that ‘the classroom needs to be continually interrogated...
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...The Christian Story and Our Stories: Narrative Pedagogy in Congregation Life In the feature article " The Christian Story and Our Stories: Narrative Pedagogy in Congregation Life" the author, Benjamin D. Espinoza, explains the educational strategy of narrative pedagogy, its characteristics and creative ways to apply it effectively in religious and secular ambits in our life. First, narrative pedagogy is an approach to teaching that involve our life stories through creative ways and another life stories (in the Christian ambit biblical stories) to form and renovate our life from the past through the present to the future. The purpose of explain the theological truths through stories is to develop a clearer understanding of the ideas, avoiding...
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...Exploring the Broken Bay Catholic Diocesan Religious Education Curriculum Document Student’s Name Institution Exploring the Broken Bay Catholic Diocesan Religious Education Curriculum Document In Catholic schools, religious education is the first area of learning. Religious education enables children and the youth to justify, explain and understand Christian message and teachings as they are taught by the Catholic Church (Carswell, 2001). Religious education is taught to all those who follow and believe in Christ in the world. Through learning, students are taught research, guided on how to study and overall learn how Christians should live (Ryan, 2003). These students also get to know the distinctive vision of the Catholic Church. The Catholic curriculum systematically directs students and enhances them to reflect critically on the meaning of being a Catholic (Carswell, 2001). In Australia, Religious Education Curriculum is imperative, and a must learn program for all years of schooling. This Program, which is denoted as K-12 contains what is to be covered in the Religious curriculum (Ryan, 2003). Time allocations are prescribed to this curriculum about the age of the learners. This program is part of the learning experience and is mandated by Australian Bishops. Its primary objective is to raising religious knowledge and awareness. In Australia, Religious Education is an extremely acclaimed feature of the Australian Catholic schools through...
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...outline for each of 6 readings or articles that are relevant to this theme (articles in the reader can be used); h) In the light of the theme develop either a booklet, or a policy relevant to your role as a leader The nurturing and development of teachers in Catholic Schools is a constant consideration for all educational leaders. A successful Catholic education facility needs to demonstrate consistent commitment to the ongoing development of the whole child. This development needs to reflect the Gospel teachings, while offering current theories and practices embedded in student learning opportunities. Professional development and mentoring of staff is a vital component in order for all staff to stay abreast of the latest pedagogy. Professional development should be purposeful, ongoing and reflective and it takes many forms depending on the individual needs and the needs that are influenced by the context of the school. Individual, target groups, whole staff, pedagogy and practice, content...
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...Exploring the Broken Bay Catholic Diocesan Religious Education Curriculum Document Student’s Name Institution Exploring the Broken Bay Catholic Diocesan Religious Education Curriculum Document In Catholic schools, religious education is the first area of learning. Religious education enables children and the youth to justify, explain and understand Christian message and teachings as they are taught by the Catholic Church (Carswell, 2001). Religious education is taught to all those who follow and believe in Christ in the world. Through learning, students are taught research, guided on how to study and overall learn how Christians should live (Ryan, 2003). These students also get to know the distinctive vision of the Catholic Church. The Catholic curriculum systematically directs students and enhances them to reflect critically on the meaning of being a Catholic (Carswell, 2001). In Australia, Religious Education Curriculum is imperative, and a must learn program for all years of schooling. This Program, which is denoted as K-12 contains what is to be covered in the Religious curriculum (Ryan, 2003). Time allocations are prescribed to this curriculum about the age of the learners. This program is part of the learning experience and is mandated by Australian Bishops. Its primary objective is to raising religious knowledge and awareness. In Australia, Religious Education is an extremely acclaimed feature of the Australian Catholic schools through...
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...Eurocentric, in fact. According to Asante (1988), because African Americans do not know about their culture in Africa, “… their images, symbols, lifestyles, and manners [become] contradictory and thereby destructive to personal and collective growth and development” (p. 1). Asante further states that, “such ignorance leads to annihilation”. African American children need to be part of an educational system that recognizes their abilities and culture, draws upon their strengths, and incorporates them into the [teaching and] learning process (Baratz and Baratz in Hales, 1997, p. 4)....
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...A Constructivist Pedagogy For Career And Technology Education In this article, I explored tenets of constructivism that could be directly applied to the Career and Technology Education Standards for Career and Technology Education Teachers. This article provides a proposed constructivist pedagogy for the Vocational Technology studies. Though I do not consider myself to be a strict- constructivist teacher, when I compared my educational philosophy to this proposed pedagogy, I realized how much the study of constructivist theory and practice had influenced my beliefs and methods of instruction. As a future Technology Education educator, I applied these constructivist principles to my own teaching style and methods. A Constructivist Pedagogy for Career and Technology Education The National Association of State Directors of Career Technical Education Consortium states: “career studies should be taught in manners that are consistent with a constructivist view of learning” (NASDCTEC, 1999, p. 7). While this may sound good in theory, one underlying problem exists: the lack of a clearly defined, agreed-upon constructivist pedagogy. This article will (1) explore the definition and variations of constructivist theory, (2) present a pedagogy for constructivist teachers of career and technology studies, and (3) compare and relate those pedagogies to the existing standards for powerful career and technology studies as defined by the NASDCTEC. “Constructivism is a topic...
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...July 2006 Mona Lisa Smile: Decoding the Pedagogies of 1953 at Wellesley College for Women During the time period in which this film takes place, it was a progressive concept to have women in the university, let alone having an entire university dedicated specifically for women. The main character Katherine Watson (played by Julia Roberts), however, did not see education as a privilege or a ‘finishing’ prize for women. During her first year as an art teacher at Wellesley, she tries to debunk the notion of female inferiority and subordination. She does this not only for the sake of her students, but for the sake of her work, her teaching, her art. Watson experiences the successes and failures of a variety of teaching methods to educate and counsel students in their lives and their intellectual development. These pedagogies include current-traditional, process, and feminist pedagogies. In addition to reviewing the pedagogy tactics, identifying how they function in the film, and determining the pedagogical accomplishments, a hypothetical syllabus will further explain the tactics, strengths or weaknesses, and the characteristics of the pedagogies. Judge 2 Current-Traditional Pedagogy Current-traditional pedagogy developed in the late nineteenth and twentieth centuries and is based loosely on paragraph theory, where there is a rhetorical structure with set conventions that must be met. This pedagogy may be defined in regards to instructing composition...
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...andragogy theory can best be defined as the art and science of helping adults learn. This paper will explore exactly what the andragogy theory is and how it differs from pedagogy. A few examples of earlier andragogy strategies used in adult education were group discussions, interviews, and joint problem solving sessions. Now a days we see online tools such as discussion forums and blogs being used online to promote learning among adult learners. Simply put, andragogy is an organized and sustained effort to assist adults to learn in a way that enhances their capacity to function as self directed learners. ( Mezirow 1981) But does this method really only apply to adults? Could it be used by the younger learners before they reach adulthood? Is either method greater or more efficient than the other? Though mostly seen as a useful tool in adult education, studies into andragogy have shown that there are flaws within the core principles that conflict with its purpose of being a more effective adult learning method, and as of today, the search for an efficient educational theory is ongoing. Keywords: andragogy, pedagogy ADULT LEARNING THEORY: ANDRAGOGY3 ADULT LEARNING THEORY: ANDRAGOGY In the 1830's, a German teacher and editor by the name of Alexander Kapp introduced the term andragogy...
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...reflect on and systematically plan for subject knowledge development for the appropriate phase. Priorities Actions When and Resources Success Criteria Phonics - To develop confidence in regards to the teaching of phonics. 1. Use different types of media to inform my understanding of phonics. (YouTube) 2. Observe phonics teaching in KS1. 3. Obtain phonics teaching policy and review the phonics scheme that the school uses to teach phonics. 4. Read DfE core criteria key features for an effective systematic synthetic phonics teaching programme. 5. Identify key phonics vocabulary in NC. 6. Read academic and practitioner literature on effective phonics teaching. 1. Every weekend use the internet to observe phonics teaching. 2. Observe 1 lesson each week in placement 1. Arrange weekly. 3. During the first week ask KS1 or EYFS coordinator for the policy and scheme. 4. Obtain a copy online and print off. Review this weekly before each observation. 5. Obtain phase lists from KS1 coordinator during week 1. 6. Library search 22.09.15 Complete all actions in SE1 before SE2 in KS1. Score an average of ‘confident’ in phonics RPD self-assessment audit by the end of SE2. Fully understand and be able to explain the meaning of key phonics vocabulary. (179) Teaching Writing – Transcription, composition, vocabulary, grammar and punctuation (SPAG). 1. Create my own SPAG test. Allow a profile child to attempt the test. 2. Go through a SPAG test and highlight knowledge...
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