Six Principles of Andragogy

Malcolm Knowles'

Six Principles of Andragogy

Start

2- Self- Directedness

3- Need to Know

1- Experience

The Principles

6- Intrinsic Motivation

4- Readiness to learn

5- Orientation to Learning

Andragogy v. Pedagogy

• Child learners have less intrensic motivation becuase they have to be at school and they have less life experience to connect their lessons to (Nebel, ND).
• A learner's role is to learn subject matter and is evaluated based on grades and test scores (Nebel, ND).

• Learners need to know how to pass a class and is not motivated to apply their knowledge to their lives (Nebel, ND)

• Andragogy is focused on the adult learner and provides strategies for teaching adults (Bouchrika, 2024).
• Andragogical approaches tend to be more hands- on and self- directed (Bouchrika, 2024).
• Most adult learners are motived to learn and do best when they can relate what they learn to their life (Bouchrika, 2024).

Experience

- The adult learner draws from their experience and integrate their past experiences with the material they are learning (Conaway & Zorn- Arnold, 2015)

Applications for Instructional Coaches

Instructional coaches should draw from teachers' experiences to engage them in the content they are teaching them.

Teaching Strategies

Instructional coaches can begin their lesson by asking other teachers about their past experiences and how they can integrate those experiences with what they are learning (Conaway & Zorn- Arnold, 2015).

Self- Directedness

Adult learners work independently and can make their own choices. Adult -learners don't like being told what to do and want their sense of autonomy respected (Conaway & Zorn- Arnold, 2015)

Applications for Instructional Coaches

Instructional coaches can respect their teacher's autonomy by giving advice that include different options. Providing options and multiple ways to teach a lesson allows teachers to choose what works best for them.

Teaching Strategies

When an instructional coach is teaching a professional development, they should provide independent work time to allow teachers to apply what they learned into their lesson plans. Teachers will love the opportunity to work with their team and having the support from the instructional coach.

Need to Know

Adult learners understand that they need to know more skills in order to meet their goals. In addition, they question information that is not relevant to their learning and will not spend extra energy or time on something they feel they do not need (Conaway & Zorn- Arnold, 2015).

Applications for Instructional Coaches

Instructional coaches should understand that teachers want to learn and better themselves. While the coach is working with a teacher, they can show that they respect this need by being present with the teacher and showing up prepared to answer questions.

Teaching Strategies

Instructional coaches should explain their why. Adult learners want to know why information is important and why they need to know different concepts (Conaway & Zorn- Arnold, 2015).

Readiness to Learn

Students understand that they will have something to gain if they finish a course or pursue a degree (Conaway & Zorn- Arnold, 2015).

Applications for Instructional Coaches

Instructional coaches should recognize that teachers are asking for help or attending professional development opportunities because they are wanting to get something out of it (Conaway & Zorn- Arnold, 2015).

Teaching Strategies

Instructional coaches can help teachers recognize what they learned from their experience by requiring them to fill out a reflection sheet. This is a good way for teachers to keep notes on what they want to take back to their classroom and for instructional coaches to see what takeaways teachers have so that they touch on those topics in the future.

Orientation to Learning

Adult learners do best in student- focused environments and appreciate when their autonomy is respected (Conaway & Zorn- Arnold, 2015).

Applications for Instructional Coaches

Instructional coaches should recognize that teachers are focused on solving a problem they may have in their classroom.

Teaching Strategies

Instructional coaches should keep the topics they are teaching relevant to the teachers they are addressing. They can use a class at the school as an example or encourage teachers to think about their own class and how they can solve problems they see with their students (Conaway & Zorn Arnold, 2015).

Intrinsic Motivation

Adult learners return to school because they want to. They have a desire to improve their quality of life and are highly motivated to do well in school (Conaway & Zorn- Arnold, 2015)

Applications for Instructional Coaches

Instructional coaches should recognize that teachers are asking for help or attending professional development opportunities because they are wanting to get something out of it.

Teaching Strategies

Instructional coaches can help teachers recognize why it's important that they are learning the information by providing school data, ask teachers what problems they are seeing in their own classroom, or by surveying teachers on what they want to learn on the next professional development day.

Two Andragogical Approaches to Engage Adult Learners during Instructional Coaching

• A problem- based approach is beneficial to adult learners. They will be engaged in how they should solve problems that are relevant to what they are experiencing. Adult- learners like to take action and apply what they are learning to situations they are currently seeing (Conaway & Zorn- Arnold, 2015).

• A learner- centered approach is beneficial to adult- learners because they like to be self- directed and not micromanaged. Adult- learners do best when they are encouraged to take personal responsibility to complete tasks and with managing their time (Conaway & Zorn- Arnold, 2015).

References

- Genially