Mind Map: Andragogy in Instructional Coaching

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Mind Map: Andragogy in Instructional Coaching

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Core Concept: Andragogy in Instructional Coaching

Key Principles of Andragogy (Malcolm Knowles)

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Pedagogy vs. Andragogy in Instructional Coaching

Effective Coaching Strategies for Adult Learners

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Two Andragogical Strategies to Engage Adult Learners in Coaching.

Summary

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Resources

Summary

Applying Andragogy in Instructional Coaching

As an instructional coach, it’s super important to get the hang of adult learning theories, especially Malcolm Knowles’ andragogy. Unlike teaching kids, andragogy focuses on the fact that adults are more self-directed, bring tons of experience to the table, and really need learning that’s relevant and problem-solving. When coaches use these ideas, it makes professional development more meaningful, helps teachers level up their skills, and in the end, improves student outcomes (Conaway & Zorn-Arnold, 2016).

Collaborative Coaching Cycles: Encourage goal-setting, reflection, and feedback tailored to individual teacher needs. Reflective Practice & Self-Assessment: Support teachers in evaluating and refining their instructional methods through self-analysis.

The importance of understanding adult learning theories to implement effective coaching strategies.

Pedagogical methods may not be as effective for adults; andragogy is better suited. Applying andragogical strategies leads to increased engagement and instructional effectiveness.

Action Research: Encouraging teachers to investigate and improve their own instructional strategies through data collection and experimentation. .

Peer Learning Communities: Creating opportunities for teachers to share best practices, discuss challenges, and collaborate on solutions.

Learning Behavior: Adults are self-directed, while younger learners rely on structured guidance. Experience: Adults use past experiences to guide learning; children build experience from learning. Click the extra information button

Self-Directed Learning: Adults take responsibility for their own learning; coaching should encourage autonomy. Experience as a Learning Resource: Adult learners bring diverse backgrounds and teaching experience that should be leveraged in coaching.

Sources

Conaway, W., & Zorn-Arnold, B. (2016). The Keys to Online Learning for Adults. Distance Learning, 13(1), 1–6. Conaway, W., & Zorn-Arnold, B. (2015). The Keys to Online Learning for Adults. Distance Learning, 12(4), 37–42. Zorn-Arnold, B., & Conaway, W. (2016). The Keys to Online Learning for Adults. Distance Learning, 13(2), 1–5.