Pedagogy vs Androgogy

PEDAGOGY

In the traditional sense of the word, pedagogy is authority-focused  in that a teacher has complete  control over a child's learning experience. The teaching methods employed in pedagogy are very much about transferring foundation knowledge. It is a formal process, and usually grades are given much more important.

Pedagogy is the methods and practice used in teaching, especially of children. its focus on transferring knowledge to a student who is dependent on the teacher’s methods and understanding. Teacher controls the learning experience for children. Teacher controls the learning experience for children, and much of what is taught is based on rigid curricula. Focus are given on grades.

ANDRAGOGY

Meanwhile, andragogy is focused on the learning experience of adults and which methods work best in adult education. It is much more self-directed, in that adults must often set their own schedules for learning and be motivated to commit to study or practice. Adult education is also often cooperative, in that adults tend to work together and review each other's work and understanding of a subject.

Andragogy is the methods and practice used in teaching adults. Students are independent, self-directed and cooperative learning among adults. Adults have control over much of their learning experience and must be motivated to learn. Can often seek out new learning experience. Focus on andragogy learning is low.

  

Five Androgogy vs Pedagogy

	PEDAGOGY	ANDROGOGY
Climate	-          Authority orientated -          Judgemental -          Formal -          Competitive	-          Relaxed -          Mutually respectful -          Informal
Planning	-          Done by teacher -          Little input from learner	-          Collaborative planning -          Teacher become facilitator
Diagnosis of Needs	-          Teacher determines what is to be learned. -          Teacher determines the level of learning.	-          Need is diagnosis by mutual assessment. -          Teacher and learner collaborate.
Setting of Objectives	-          The teacher sets the objectives.	-          The teacher and learner set objective by mutual negotiation.
Designing Learning Planning	-          Teacher sets content plan by subject -          Sequence determine by subject.	-          Learning project -          Problem solving is key -          Sequenced by readiness to learn.
Learning Activities	-          Transmittal technique -          Assigned reading -          Traditional didactic approach	-          Inquiry project -          Independent study -          Experimental technique
Evaluation	-          By teacher -          By grades -          Norm-referenced	-          By learner -          Collected evidence validated by peers

Teaching Learning Style

Teaching Learning Style

The constructivism is John Dewey, Jean Piaget, and Maria Montessory and Lev Vygotsky.

John Dewey – (democracy, moral education, character education and student center learning).

Jean Piaget- (Pre-operation stage, concrete operation stage, formal operation stage and Meta cognitive).

A learning theory of education philosophy that many educator began to consider in the 1990s.

Student’s require to	Purpose	Characteristic
Use their prior knowledge and experience to formulated new or adaptive concept in learning. Teacher= facilitator (Provide guidelines). Learners = construct their own knowledges.	Enables student to acquire information readily understood or usable.	· Active learning ·Authentic & situated learning. · Bridging · Scaffolding · Communities of learners. · Reflection of learning. · Should be interesting and challenging.

Theory based Direct Instruction

-  to help student learn academic content in the most straight forward way.

Master Teaching

Mastery Learning is an instructional strategy and educational 

philosophy, first formally proposed by Benjamin S. Bloom in 1968. 

Mastery Learning maintains that students must achieve a level of 

mastery in prerequisite knowledge before moving forward to learn 

subsequent information.

 If a student does not achieve mastery on the test, they are given 

additional support in learning and reviewing the information, then 

tested again. This cycle will continue until the learner accomplishes 

mastery, and may move on to the next stage.

Mastery learning methods suggest that the focus of instruction 

should be the time required for different students to learn the same 

material and achieve the same level of mastery.

Mastery Teaching	Direct Instruction System for Teaching & Learning (DISTAR).
·     Getting student to learn (make sure student learn) ·     Input and Modelling (Knowledges, demonstration and new information.) ·     Checking understand ( asking by question) ·      Guidance practice	·      For slow learners and special needs student. ·      Find out what student need to know to succeed in school. ·      Teach to them following principle learning theory. ·      Every student is not left behind.

CooPEratIVe LeaRNing!!

WHAT IS COOPERATIVE LEARNING?

Cooperative learning is a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject.

Cooperative learning is an organized and structured way to use small groups to enhance student learning and interdependence. Students are given an assignment, and they work together to accomplish this task. Each individual has responsibilities and is held accountable for aiding in the completion of the assignment.

Cooperative learning is sometimes thought of simply as 'group work,' but groups of students working together might not be working collaboratively.

5 ELEMENT OF COOPERATIVE LEARNING

There are five fundamental elements involved in cooperative learning. In fact, these five elements distinguish cooperative learning from other forms of group learning. When all of these elements are present in a learning situation, the result is a cooperative learning group. The five basic elements of cooperative learning are: 

 Positive interdependence, Individual and group accountability, Interpersonal and small group skills , Face-to-face interaction  and Group processing.

1) Positive  Interdependence

Students have the sense that they're 'in this together,' feeling that each member's individual effort will not only help him, but the whole group. The grade of each student is dependent upon the effort of other group members. The key to positive interdependence is committing to personal success as well as the success of every member of the group.

2) Individual and Group Accountability 

Each student is accountable for their own contribution to the group. Clearly described goals ensure that each student knows what she is responsible for and what the group is responsible for. No one can "hitchhike" on the work of others. The performance of each individual must be assessed and the results given back to the group.

3) Interpersonal And Small Group Skills

Interpersonal and small group skills are required to function as part of a group. These are basic teamwork skills. Group members must know how to be motivated and  provide effective leadership, make decisions, build trust, communicate, and manage conflict.

• Completing tasks
• Communicating
• Decision making
• Managing conflict
• Appreciating group members

4) Face to Face Interaction

Students are promoting each other’s' learning through face-to-face activities where they discuss and explain assignment topics with each other. This means that students promote each other's success by sharing resources. They help, support, encourage, and praise each other's efforts to learn. Both academic and personal support is part of this mutual goal. 

5) Group Processing

Students are given a means for analyzing their group for how well the group has learned, and whether or not collaborative skills are being used. Group members need to feel free to communicate openly with each other to express concerns as well as to celebrate accomplishments. 

FOUR TYPES OF COOPERATIVE LEARNING

1) Student Teams-Achievement Divisions (STAD)

A cooperative learning method for mixed-ability groupings involving team recognition and group responsibility for individual learning.

Students are assigned in teams that are mixed in performance level, gender, and ethnicity. The teacher presents a lesson, and then students work within their teams to make sure that all team members have mastered the lesson. Finally, all students take individual quizzes on the material, at which time they may not help one another.

Students’ quiz scores are compared to their own past averages, and points are awarded on the basis of the degree to which students meet or exceed their own earlier performance.

The STAD method is most appropriate for teaching well-defined objectives with single right answers, such as mathematical computations, language usage and mechanics, geography and map skills, and science facts and concept.

2) Cooperative Integrated Reading and Composition (CIRC)

A comprehensive program for teaching reading and writing in the upper elementary grades; students work in four-member cooperative learning teams.

Cooperative Integrated Reading and Composition (CIRC) is a comprehensive program for teaching, reading and writing in the upper elementary grades. Students work in four-member cooperative learning teams. They engage in a series of activities with one another, including reading , making predictions about how narrative stories will come out, summarizing stories, practicing spelling, decoding, and vocabulary.

They also work together to master main ideas and other comprehension skills. Three studies of the CIRC program have found positive effects on students’ reading skills, including improved scores on standardized reading and language tests.

3) RECIPROCAL TEACHING

Brown & Paliscar (1982) developed reciprocal teaching. It is a cooperative technique that allows for student pairs to participate in a dialogue about text. Partners take turns reading and asking questions of each other, receiving immediate feedback.

 Students to use important metacognitive techniques such as clarifying, questioning, predicting, and summarizing. It embraces the idea that students can effectively learn from each other.

4) THINK, PAIR AND SHARE

Think-Pair-Share allows for students to contemplate a posed question or problem silently. The student may write down thoughts or simply just brainstorm in his or her head. When prompted, the student pair up with a peer and discusses his or her idea(s) and then listens to the ideas of his or her partner. 

When teachers use this technique they don't have to worry about students not volunteering because each student will already have an idea in their heads, therefore, the teacher can call on anyone and increase discussion productivity.