2. OBJECTIVES
At the end of session, the participants should be able
to
Have better understanding of differences between
adult & children learning
Understand principles of adult learning
Better understand the approach to adult teaching
learning process
3. Pedagogy vs Andragogy
Pedagogy – Methods and process by which children learn
Andragogy – Methods and process by which adults learn
ACTIVITY – pair & share
REFLECT YOUR EXPERIENCE AS A LEARNER WHEN
YOU WERE A CHILD (SCHOOL). HOW IS IT DIFFERENT
FROM YOUR EXPERIENCE WHEN YOU WERE
LEARNING AS A ADULT (UG/PG)
4. PEDAGOGY ANDRAGOGY
TEACHER CENTRED LEARNER CENTRED
SUBJECT/ CONTENT CENTRED PROBLEM/ TASK CENTRED
NO PRIOR EXPERIENCE PRIOR EXPERIENCE
ONLY TEACHER PARTICIPATES ALL PARTICIPATE
MOTIVATED BY EXTERNAL PRESSURE SELF MOTIVATION
PASSIVE LEARNING ACTIVE LEARNING
5.
6.
7. T L PROCESS
LEARNING – Modification in behaviour or way of thinking or doing
TEACHING – Bringing changes in learner’s behaviour by understanding
and skill
WHY NEED TO CHANGE EFFECTIVELY?
Health of patient
Health of society
Competent medical graduate
11. PRINCIPLES OF ADULT LEARNING
SELF DIRECTED LEARNING
Take responsibility for their learning
Exercise control over learning process & evaluation
Form goals & identify resources
Self motivated
TEACHER – FACILITATOR/ SUPPORTING GUIDE
TRANSFORMATIONAL LEARNING – shift old beliefs/ perspective/
thoughts/ corrective behaviour
12. EXPERIENTAL LEARNING
Have real world past experiences
Respect & value
Share with peers
PROJECT/ TASK BASED LEARNING
Learn by doing
Transfer of learning to practice
Interpretation & application
13.
14. COLLABORATIVE LEARNING
Learn in groups
Learn from each other
Pair & Share
Observing/ modelling peers
PRACTICAL LEARNING
WHAT IS IN IT FOR ME? – self motivation – hike/ promotion/ award
RELEVANCE – according to need/ roles and responsibility
15.
16.
17. PROBLEM/ CASE BASED LEARNING
Apply learning to solve problem
Real life situations
NEVER TELL ADULTS “WHAT IS THIS?”
TELL THEM “HOW AND WHERE IT WORKS”
18.
19.
20.
21. BARRIERS TO EFFECTIVE ADULT
LEARNING
LACK OF TIME WITH FACILITATOR
LACK OF MONEY FOR CONTINUED TRAINING
LACK OF CONFIDENCE AND INTEREST
RED TAPISM/ AUTHORITY POSITION
INABILITY TO PRACTICE WHAT IS LEARNT
22. T L METHODS
Knowledge – Lecture, Discussion,
Brainstorming, quizes
Psychomotor – Role play, simulation,
practicals
Affective – consensus making, group
activity, standardized patients
23. ROLE OF TEACHER IN ADULT
LEARNING
FACILITATOR
BE AVAILABLE
DEFINE OBJECTIVES
MAKE SHORT APPEALING LECTURE ACCORDING TO NEEDS/ RELEVANCE/
ROLES AND RESPONSIBILITIES
MORE INTERACTIVE/ GOOD LISTENER
SHOW RESPECT/ TREAT AS EQUALS/ UNTHREATENING ENVIRONMENT/
OPEN FRIENDLY ATMOSPHERE
ESTABLIST RAPPORT WITH LEARNERS
TAKE BREAKS IF LONG
24. APPROPRIATE LEVEL OF DIFFICULTY – ENOUGH TO CHALLENGE BUT NOT
FRUSTRATE
GROUP DISCUSSIONS
SIMPLE LANGUAGE
AWARDS/ RECOGNITION/ ACKNOWLEDGE/ FEEDBACK
ROLE MODEL – ADULTS LEARN BY EXAMPLE –FACIAL EXPRESSION/ BODY
LANGUAGE/ VOICE TONE
MAKE LEARNING FUN
PROVIDE CONTENT FOR SELF STUDY (TBL)
CONCLUDE - MUST
