Andragogy

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Andragogy

• Dorota Werbinska
• ODN Poland

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Aims

• To revise and shed some light on adult learners,
• To look for ways how to become an adult-friendly
  teacher

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Pedagogy vs. andragogy

• Learner is dependent
• Experience is of little worth
• Learning what is exoected
• Acquisition of subject matter, curriculum is
  organised

• Learner is undependent
• Experience is a rich source for learning
• Learning what need to be known
• Orientation to learning is based around learners
  previous experiences.

4
Knowless assumptions

• Adults need the purpose of learning
• Adults need to learn experientially
• Learning is problem solving
• The topic of learning is of immediate value for
  adults.

5
Donts

• Dont waste my time
• Dont tell me things that do not matter
• Dont criticise me

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Putting the theory into practice

• Different levels of autonomy
• Timing of classes
• Physical dimension
• Rapport

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Keys to adult learning

• Let adults direct themselves in the learning
  process
• Integrate new information with students previous
  learning
• Make sure new information is relevant to
  students needs
• Make sure the new information can be readily
  useable for the learner.

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Queries

• Are adult learners a promising group across all
  EU countries?
• How to maintain adults motivation to learn?
• What is a profile of an effective teacher of
  adult learners?
• Shold we use different teaching strategies with
  different adult age groups?
• Are there any courses that are particularly
  popular among adults?
• Should we separate adult classes or not with
  regard to age groups?

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Thank you for your attention