Excellence in Andragogy
Proposal from the Faculty Working Group
led by Ellen Field
with Randy Hoover & Gary Pluim
This section on andragogical excellence provides an overview of andragogy, a rationale for integrating andragogy into the Faculty of Education at Lakehead University, and suggestions for integration strategies.
Overview of Andragogy
The vision of Lakehead University advocates that its educators are dynamic, modern, and highly learner-centered, acknowledging that all students are valued leaders of tomorrow, whose education and success are most paramount to the institution (Lakehead University, 2018). Against this holistic vision, the Faculty of Education has the unique challenge of teaching teachers how to teach. Modelling pedagogy in the classroom has been shown to be an effective way to inculcate sound teaching strategies in teacher candidates ([need to cite)]. However, there are approaches other than pedagogy which provide important instructional strategies for teaching adult learners.
Etymologically, the term pedagogy, which is derived from the Greek stem paid - (meaning ‘child’) and agogos (meaning ‘lending’) specifically means the art and science of teaching children. Andragogy as a term is also derived from the Greek and specifically means the art and science of teaching adults (Knowles, 1996). When providing courses for adult learners, it is critical to depart from pedagogy into andragogy. Pedagogy is teaching while andragogy sets responsibilities for both the instructor and the learner with constant dialogue and reflection. The instructor becomes a guide and allows the adult learner to be responsible and take ownership of learning. The tenets of andragogy include the assumptions that maturity in adults displayed an independent self-directed, intrinsically motivated personality. Past experiences encourage learning, and the increasing social roles in adulthood promote problem-solving instead of being overwhelmed with content (Knowles, 1996). Andragogy is not dependent on age but accumulated experiences and competencies. The purpose of instructors to be explicit is significant to guide the habits and underline the expectations of adult learners (Badke, Rapske & Whatley).
Brown (2006) referred to Mezirow (2000) who emphasized the need for adult educators to develop transformative leaders of change by promoting self-reflection, independent thinking, critical observations, and rational dialogue to take action in society. The use of andragogy has been prominent in the studies of Blackley and Sheffield (2015) and Dempsey (1987). Educators at Lakehead have the opportunity to learn from other post-secondary institutions that have embraced andragogical practices within their professional and graduate programs.
https://www.educatorstechnology.com/2013/05/awesome-chart-on-pedagogy-vs-andragogy.html
An interesting take on adult teacher education and Andragogy vs. Pedagogy by Tom Whitby from the above link worthy a read:
http://networkedblogs.com/KTGoI
Characteristics of Adult learners
Two examples of andragogical practice
“The Jigsaw Reading Method Leading a Small Group Discussion (High Leverage Practice #1) Used to address the copious amounts of compulsory readings assigned by course instructors.
“You will be a member of a small group which will share common interest(s). The group will share the responsibility of doing the assigned readings. Each member will in turn provide a brief summary of the readings then lead a group discussion on the topics covered. In some cases, where the class readings may be larger in quantity, two facilitators may share the role. As facilitator, you will disseminate the essential content of the readings to other members of your group and lead a group discussion. After class, the facilitator(s) will submit a report to D2L regarding the details of their discussion, contributions of other members, and your personal contributions the growth of your team.”
(Professional Practice Course 4373, FAO/FCO, R. Hoover 2018/19).
The Jigsaw addresses the task trying to absorb copious amounts of information in a way that ascends the Bloom’s scale from basic knowledge to higher levels of learning (application, analysis and evaluation). It also aligns with high leverage practices and essential skills as standards for adult professional learners. Adult learners support this approach because leading a small group discussion as a teaching strategy is highly practical in preparation for the candidate’s impending placement experience. In addition, there is a significant amount of choice embedded into this method
Andragogy and teacher-candidates
A specific issue implicating andragogy in an elementary, pre-service education setting is the tension experienced between the instruction of adults learners to teach child learners, and modelling the teaching of child learners for adults. In other words, it is not uncommon for pedagogic styles to become blurred so that elementary education faculty use and demonstrate the teaching styles suited to children with their adult teacher candidates. Thus, as we recommend below, the modelling of how to teach elementary students needs to be explicit in our instruction, and distinct from the andragogical approaches that form the foundation of our teaching. In other words, adult learners need to have a clear understanding of the contextualization of the language and methodology being used by their teacher at any given time during the lesson. Adult learners respond favourably when they are addressed as adults. From this, instructors should be explicit about when they are modelling how to lead a grade 3 class and differentiate instructional style and practice when not modelling elementary instruction.
Further exacerbating this issue is that our teacher students represent a range of ages; although we teach many adults who bring considerable education, work and life experiences to their study, we also have students that would be considered ‘youth’, who fall in the 18-25 age-group; with less experience teaching, leading or volunteering with children; and who have spent little or no time between or outside their education engaged in other work. That is to say that we recognize that within the Professional Year Program in the Faculty of Education students enter the program at varying levels of maturity, formative professional experience, and ability - some students are clearly mature students who have held professional positions and are looking to transition into teaching where other students are entering directly after completing their undergraduate programs and have minimal to no professional experience. The Professional Program, in this way, is an educational experience through classroom study and placement experience that provides individuals to be professionally certified teachers, whether they enter the program as already-established professionals or as young people transitioning into professional positions. With this understanding, this working group discussed the importance of establishing a culture and expectations within the Professional Year Program that espouse and reinforce a professional culture - one in which students are expected to manage their work as professionals and in which students are treated as professionals and instructed as professionals. From this perspective, considering andragogy becomes imperative to instructional practice within a professional year program.
Other examples of Andragogical Practices:
Discussion Groups
“Spend a Penny” - all group members “spend” a penny when they contribute to the discussion.
Panel Discussions
Debates
Case Study
Case Studies can be scenarios where the instructor constructs a situation that focuses on a particular issue (ie. Heinz’s Dilemma - Kohlberg’s Stages of Moral Development) or actual cases where the situation and surrounding circumstances are documented (ie.Blue Pages, precedent-setting court cases and authentic cases from students’ of instructor’s authentic experiences)
Group Work
Buzz Groups - members are given the roles of moderator, recorder, spokes person etc.
The groups “buzz” together for a short period of time then report their discussion/consensus to the larger group (Renner, 2001, p.30)
Think - Pair - Share - as above but in pairs with one reporter.
Role-Play - Case studies are presented through a dramatic presentation followed by a adult learner or teacher-led class discussion and debriefing.
http://fcis.oise.utoronto.ca/~daniel_sc/faqs/qa14.html
Rationale for integration of andragogy into Faculty of Ed at Lakehead:
The issue of better teaching our mature learners through adult pedagogies has been reflected in our student feedback:
“I find what they teach is one way, but how they teach is contradictory. Alot of assignments thrown at students without prior knowledge or understanding of how to do it. Talking alot about Blooms Taxonomy but not implementing it in their own lessons”... “Lessons are not straightforward and clear at times, especially when being asked to do in class assignments in a 2 hour window and expected to guess how to do the assignment. Plus, no real understanding or learning coming from doing the task.”
“Often what is taught as 'good pedagogy' is not practiced and that is extremely frustrating and disheartening.”
“Many of the best teachers in the program focus on providing practical skills and strategies, and provide hands-on teaching. They model the practices that they wish to see us apply in our placements. This is always valuable, as is the engagement of teacher candidates in class discussions. I believe that experiential and constructivistic learning need to continue to be a focus on the program, and should be applied in all the courses.”
“I also would prefer to have classes and assignments relevant to our practice.”
“...the teachers who created Hands On experiences, democratic classrooms and allowed for differentiation. . . made up for the confusion and poor communication and unreasonable expectations. They inspired and practiced what they preached. They modeled what a real democratic, inquiry and differentiated classroom can look like. They are what gave me hope for the future of education.”
“There were SO many times in class when I could see no value in the activities we were doing. Sometimes profs would put on a TedTalk (which I'm very capable of doing on my own) and that would be their lesson. Or they would rant about philosophical things, or have discussions about things completely unrelated to education and the classroom. THAT was very frustrating because we're paying to be here, we're paying to be taught. We now only have 3 weeks left and one of our profs has an assignment worth 70% that she hasn't even fully figured out yet. Is that not a problem? You'd think something worth that much would require a lot of time spent on it.”
(all the above from the summary of the Orillia Professional Programs Student Survey, February, 2018).
Recommendations
Objectives for integrating andragogy into instructional practice:
References
Badke, B., Rapske, B., & TH, M. Teaching and the quest for excellence. Retrieved from https://www.twu.ca/sites/default/files/teaching-and-the-quest-for-excellence.pdf
Brown, K. M. (2006). Leadership for social justice and equity: Evaluating a transformative framework and andragogy. Educational administration quarterly, 42(5), 700-745. Retrieved from https://journals.sagepub.com/doi/pdf/10.1177/0013161X06290650?casa_token=cIpePbLC6I4AAAAA%3AjIpLRWZmPbK8A2hQwR35exZW7uC9Pz7a5MWx3jv_ZBd6scx_MecC_g4Qeoj2tFXUqSPDKy4YIj1B
Blackley, S., & Sheffield, R. (2015). Digital andragogy: A richer blend of initial teacher education in the 21st century. Issues in Educational Research, 25(4), 397–414. Retrieved from https://ezp.waldenulibrary.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=112226523&site=eds-live&scope=site
Dempsey, R. (1987). An Alternative Approach to Teacher Education: Preparing Teachers for Excellence in the Facilitation of Lifelong Learning.
Knowles, M. (1996). Andragogy: An emerging technology for adult learning. London, UK.
Lakehead University website. (2018). Retrieved from: https://www.lakeheadu.ca/about/overview/vision-and-mission
Smith, M. K. (2002). Malcolm Knowles, informal adult education, self-direction and andragogy. Infed, the Encyclopedia of informal education.
Renner P., The Art of Teaching Adults: How to become an exceptional instructor and facilitator. Training Associates, Vancouver, BC, Canada, 1999.
Proposal from the Faculty Working Group
led by Ellen Field
with Randy Hoover & Gary Pluim
This section on andragogical excellence provides an overview of andragogy, a rationale for integrating andragogy into the Faculty of Education at Lakehead University, and suggestions for integration strategies.
Overview of Andragogy
The vision of Lakehead University advocates that its educators are dynamic, modern, and highly learner-centered, acknowledging that all students are valued leaders of tomorrow, whose education and success are most paramount to the institution (Lakehead University, 2018). Against this holistic vision, the Faculty of Education has the unique challenge of teaching teachers how to teach. Modelling pedagogy in the classroom has been shown to be an effective way to inculcate sound teaching strategies in teacher candidates ([need to cite)]. However, there are approaches other than pedagogy which provide important instructional strategies for teaching adult learners.
Etymologically, the term pedagogy, which is derived from the Greek stem paid - (meaning ‘child’) and agogos (meaning ‘lending’) specifically means the art and science of teaching children. Andragogy as a term is also derived from the Greek and specifically means the art and science of teaching adults (Knowles, 1996). When providing courses for adult learners, it is critical to depart from pedagogy into andragogy. Pedagogy is teaching while andragogy sets responsibilities for both the instructor and the learner with constant dialogue and reflection. The instructor becomes a guide and allows the adult learner to be responsible and take ownership of learning. The tenets of andragogy include the assumptions that maturity in adults displayed an independent self-directed, intrinsically motivated personality. Past experiences encourage learning, and the increasing social roles in adulthood promote problem-solving instead of being overwhelmed with content (Knowles, 1996). Andragogy is not dependent on age but accumulated experiences and competencies. The purpose of instructors to be explicit is significant to guide the habits and underline the expectations of adult learners (Badke, Rapske & Whatley).
Brown (2006) referred to Mezirow (2000) who emphasized the need for adult educators to develop transformative leaders of change by promoting self-reflection, independent thinking, critical observations, and rational dialogue to take action in society. The use of andragogy has been prominent in the studies of Blackley and Sheffield (2015) and Dempsey (1987). Educators at Lakehead have the opportunity to learn from other post-secondary institutions that have embraced andragogical practices within their professional and graduate programs.
https://www.educatorstechnology.com/2013/05/awesome-chart-on-pedagogy-vs-andragogy.html
An interesting take on adult teacher education and Andragogy vs. Pedagogy by Tom Whitby from the above link worthy a read:
http://networkedblogs.com/KTGoI
Characteristics of Adult learners
- Adult learners tend to be more self-directed than child learners (self-directed learner that leads to a mature self-concept (Knowles, 1994). The adult learner has the need to feel that they have a choice. They are more likely to pursue their goals when the more traditional approach to teaching (pedagogy) is replaced by andragogy where the giving of knowledge by the instructor is replaced by the teacher offering choice of various problem-solving options in the quest for learning outcomes (Knowles, 1994).
- Adult learners prefer goals that are present-focused rather than goals that are future focused and based on knowledge acquisition. Adult learners seek direct application to teaching (relevance to problem solving and critical thinking and apply formative experience (Knowles, 1994). Task orientation fulfills the need of adult learners to increase competence more than content orientation. Task orientation is in keeping with the need for teachers to successfully address the multiplicity of challenges they face on daily basis.
- Adults learners have more diverse and relevant experience than children. They derive self-identify from past experiences especially when these experiences are related to the group goals. When the instructor devalues this experience, the adult learner will either question the value of their experience or discount the instructor.
- Adult learners bring experience, knowledge, and skills with children and youth to the learning environment. When instructors integrate these resources into the learning environment (ie. group discussion) a culture of shared growth mindset emerges where all adult learners join together to reach a common goal. The application of shared genuine experience to group problem solving provides rich opportunities for critical analysis and deeper understanding.
- Adult learners require explicit differentiation between pedagogy (learning to teach children) and andragogy (professional year in class experience). For example, this means that modelling how to instruct a grade 3 class is indicated explicitly by the course instructor at the beginning of the modelling demonstration while andragogical practices are used at all other times when not modelling.
- Adult learners can make direct connection from shared experiences through discussion and conversation or case studies and relate to their own experience and informed practice (vicarious transfer of knowledge).
- Adult learners are self-motivated and engage in self-assessment as a natural part of their learning cycle. When given the opportunity to assess their own learning, adult learners will often discover areas for growth which they address in the next self-assessment level. As this cycle repeats, higher levels of learning are achieved in the quest for constant professional growth.
Two examples of andragogical practice
“The Jigsaw Reading Method Leading a Small Group Discussion (High Leverage Practice #1) Used to address the copious amounts of compulsory readings assigned by course instructors.
“You will be a member of a small group which will share common interest(s). The group will share the responsibility of doing the assigned readings. Each member will in turn provide a brief summary of the readings then lead a group discussion on the topics covered. In some cases, where the class readings may be larger in quantity, two facilitators may share the role. As facilitator, you will disseminate the essential content of the readings to other members of your group and lead a group discussion. After class, the facilitator(s) will submit a report to D2L regarding the details of their discussion, contributions of other members, and your personal contributions the growth of your team.”
(Professional Practice Course 4373, FAO/FCO, R. Hoover 2018/19).
The Jigsaw addresses the task trying to absorb copious amounts of information in a way that ascends the Bloom’s scale from basic knowledge to higher levels of learning (application, analysis and evaluation). It also aligns with high leverage practices and essential skills as standards for adult professional learners. Adult learners support this approach because leading a small group discussion as a teaching strategy is highly practical in preparation for the candidate’s impending placement experience. In addition, there is a significant amount of choice embedded into this method
Andragogy and teacher-candidates
A specific issue implicating andragogy in an elementary, pre-service education setting is the tension experienced between the instruction of adults learners to teach child learners, and modelling the teaching of child learners for adults. In other words, it is not uncommon for pedagogic styles to become blurred so that elementary education faculty use and demonstrate the teaching styles suited to children with their adult teacher candidates. Thus, as we recommend below, the modelling of how to teach elementary students needs to be explicit in our instruction, and distinct from the andragogical approaches that form the foundation of our teaching. In other words, adult learners need to have a clear understanding of the contextualization of the language and methodology being used by their teacher at any given time during the lesson. Adult learners respond favourably when they are addressed as adults. From this, instructors should be explicit about when they are modelling how to lead a grade 3 class and differentiate instructional style and practice when not modelling elementary instruction.
Further exacerbating this issue is that our teacher students represent a range of ages; although we teach many adults who bring considerable education, work and life experiences to their study, we also have students that would be considered ‘youth’, who fall in the 18-25 age-group; with less experience teaching, leading or volunteering with children; and who have spent little or no time between or outside their education engaged in other work. That is to say that we recognize that within the Professional Year Program in the Faculty of Education students enter the program at varying levels of maturity, formative professional experience, and ability - some students are clearly mature students who have held professional positions and are looking to transition into teaching where other students are entering directly after completing their undergraduate programs and have minimal to no professional experience. The Professional Program, in this way, is an educational experience through classroom study and placement experience that provides individuals to be professionally certified teachers, whether they enter the program as already-established professionals or as young people transitioning into professional positions. With this understanding, this working group discussed the importance of establishing a culture and expectations within the Professional Year Program that espouse and reinforce a professional culture - one in which students are expected to manage their work as professionals and in which students are treated as professionals and instructed as professionals. From this perspective, considering andragogy becomes imperative to instructional practice within a professional year program.
Other examples of Andragogical Practices:
Discussion Groups
“Spend a Penny” - all group members “spend” a penny when they contribute to the discussion.
Panel Discussions
Debates
Case Study
Case Studies can be scenarios where the instructor constructs a situation that focuses on a particular issue (ie. Heinz’s Dilemma - Kohlberg’s Stages of Moral Development) or actual cases where the situation and surrounding circumstances are documented (ie.Blue Pages, precedent-setting court cases and authentic cases from students’ of instructor’s authentic experiences)
Group Work
Buzz Groups - members are given the roles of moderator, recorder, spokes person etc.
The groups “buzz” together for a short period of time then report their discussion/consensus to the larger group (Renner, 2001, p.30)
Think - Pair - Share - as above but in pairs with one reporter.
Role-Play - Case studies are presented through a dramatic presentation followed by a adult learner or teacher-led class discussion and debriefing.
http://fcis.oise.utoronto.ca/~daniel_sc/faqs/qa14.html
Rationale for integration of andragogy into Faculty of Ed at Lakehead:
The issue of better teaching our mature learners through adult pedagogies has been reflected in our student feedback:
“I find what they teach is one way, but how they teach is contradictory. Alot of assignments thrown at students without prior knowledge or understanding of how to do it. Talking alot about Blooms Taxonomy but not implementing it in their own lessons”... “Lessons are not straightforward and clear at times, especially when being asked to do in class assignments in a 2 hour window and expected to guess how to do the assignment. Plus, no real understanding or learning coming from doing the task.”
“Often what is taught as 'good pedagogy' is not practiced and that is extremely frustrating and disheartening.”
“Many of the best teachers in the program focus on providing practical skills and strategies, and provide hands-on teaching. They model the practices that they wish to see us apply in our placements. This is always valuable, as is the engagement of teacher candidates in class discussions. I believe that experiential and constructivistic learning need to continue to be a focus on the program, and should be applied in all the courses.”
“I also would prefer to have classes and assignments relevant to our practice.”
“...the teachers who created Hands On experiences, democratic classrooms and allowed for differentiation. . . made up for the confusion and poor communication and unreasonable expectations. They inspired and practiced what they preached. They modeled what a real democratic, inquiry and differentiated classroom can look like. They are what gave me hope for the future of education.”
“There were SO many times in class when I could see no value in the activities we were doing. Sometimes profs would put on a TedTalk (which I'm very capable of doing on my own) and that would be their lesson. Or they would rant about philosophical things, or have discussions about things completely unrelated to education and the classroom. THAT was very frustrating because we're paying to be here, we're paying to be taught. We now only have 3 weeks left and one of our profs has an assignment worth 70% that she hasn't even fully figured out yet. Is that not a problem? You'd think something worth that much would require a lot of time spent on it.”
(all the above from the summary of the Orillia Professional Programs Student Survey, February, 2018).
Recommendations
- Ensure that modelling elementary teaching is an explicit practice and distinguished from routine andragogical approaches.
- Draw from established andragogical practices used with success in teaching adults about elementary education.
Objectives for integrating andragogy into instructional practice:
- During the annual Faculty Welcome Orientation n in August, 2019, provide professional development on andragogy to ensure course instructors have some time to learn and reflect upon what it means to practice and approach. This could be through hiring external consultants to deliver a 90 minute - 2 hour workshop or having members of this working group organize professional development activities. This working group agreed that external consultants would be preferred.
- Workshops / PD for education faculty on specific issues for the Professional Program at Lakehead, i.e. how to make the modelling of teaching to elementary students an explicit practice; sharing promising andragogical practices among faculty;
References
Badke, B., Rapske, B., & TH, M. Teaching and the quest for excellence. Retrieved from https://www.twu.ca/sites/default/files/teaching-and-the-quest-for-excellence.pdf
Brown, K. M. (2006). Leadership for social justice and equity: Evaluating a transformative framework and andragogy. Educational administration quarterly, 42(5), 700-745. Retrieved from https://journals.sagepub.com/doi/pdf/10.1177/0013161X06290650?casa_token=cIpePbLC6I4AAAAA%3AjIpLRWZmPbK8A2hQwR35exZW7uC9Pz7a5MWx3jv_ZBd6scx_MecC_g4Qeoj2tFXUqSPDKy4YIj1B
Blackley, S., & Sheffield, R. (2015). Digital andragogy: A richer blend of initial teacher education in the 21st century. Issues in Educational Research, 25(4), 397–414. Retrieved from https://ezp.waldenulibrary.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=112226523&site=eds-live&scope=site
Dempsey, R. (1987). An Alternative Approach to Teacher Education: Preparing Teachers for Excellence in the Facilitation of Lifelong Learning.
Knowles, M. (1996). Andragogy: An emerging technology for adult learning. London, UK.
Lakehead University website. (2018). Retrieved from: https://www.lakeheadu.ca/about/overview/vision-and-mission
Smith, M. K. (2002). Malcolm Knowles, informal adult education, self-direction and andragogy. Infed, the Encyclopedia of informal education.
Renner P., The Art of Teaching Adults: How to become an exceptional instructor and facilitator. Training Associates, Vancouver, BC, Canada, 1999.