PEDAGOGY V/S ANDRAGOGY:

TEACHING TO ADULTS AND BLOOM’S

TAXONOMY
 Learning as a Process
• Process of acquiring , assimilating, and internalizing cognitive, motor or behavioral inputs
for effective and varied use when required, leading to an enhanced capability for further self
monitored learning.

• Acquiring of new input terms of knowledge

• Assimilation

• Internalization

• Available for effective use

• Development of creativity

• Increase person’s capability

 Stimulus Response Theories
• Classical Conditioning

• Instrumental conditioning

• Operant Conditioning

Behaviorism

Classical Conditioning – Pavlov

A stimulus is presented in order to get a response SR

Operant Conditioning – Skinner

The response is made first, then reinforcement follows.

 Pedagogy
1. Science and art of teaching and educational methods.

2. Pedagogue “a schoolteacher.

3. In pedagogic model, teachers assume responsibility for making decisions about what is
learned, and how and when something will be learned.

4. Method of teaching both as academic subject and theoretical concept.

5 Types of Pedagogy
• Constructivist
• Collaborative
• Integrative
• Reflective
• Inquiry Based Learning
 Constructivist Theory

• Jean Piaget, articulated mechanisms by which knowledge is internalized by learners.

• Through accommodation, assimilation, individuals construct new knowledge from experiences.

• Constructivism promote active learning, or learning by doing.

• Learners learn by experimentation, and not by being told what will happen.

• They are left to make their own inferences, discoveries and conclusions.

• Learning is not an "all or nothing“ process, students learn new information by building upon
knowledge that they already possess.

• Teachers constantly assess knowledge their students have gained.

• Teacher's role is to observe, assess, engage with students.

 Cognitive Theory
• Grew in response to Behaviorism

• Knowledge is stored cognitively as symbols

• Learning is the process of connecting symbols in a meaningful & memorable way

• Studies focused on the mental processes that facilitate symbol connection.

Cognitive Learning Theory

• Discovery Learning – Jerome Bruner: anybody can learn anything at any age, provided it is
stated in terms they can understand.

• Powerful Concepts (not isolated facts) Confront learner with problems and find solutions

• Meaningful Verbal Learning - David Ausubel: New material is presented in a systematic way.
 Cognitivism in the Classroom
a) Inquiry-oriented projects b) Opportunities for testing hypotheses c) Curiosity encouraged

Cognitive Dissonance Theory

1. Most famous and influential theory & Comes from social psychology

2. “People have motivational drive to reduce dissonance by changing attitudes, beliefs, & behavior.

3. Or by justifying or rationalizing their attitudes, beliefs, and behaviors.

Cognitive Dissonance: Distressing mental state by inconsistency b/w 2 beliefs or a belief & action.

Assumption: Humans are consistent & must find a resolution when beliefs conflict, or actions don’t
match beliefs e.g. Slavery and Democracy
 Reducing Dissonance
• Whenever there is dissonance, we seek to reduce it.

Selective Exposure: Tendency to avoid information that creates cognitive dissonance and seek
out information, people who support our beliefs.

• How to overcome persuasively?

Avoid hard sell, Warm personal relationships.

Postdecision Dissonance: Strong doubts experienced after making an important, close call
decision that is difficult to reverse. – “buyers remorse”

Motivates us to seek reassurance, support for our decision. • Afterwards, tend to rate our choice
higher – Example: Sour Grapes
 Pedagogical Practices
• Adopting Holistic Approaches

• Being Responsive to Students

• Planning and Implementing Learning Through Play

• Intentional Learning

• Creating Physical and Social Learning Environment to have Positive Impact

• Building and Nurturing Relationships

• Decision Making
 Teaching Styles

• The Authority Style

• The Delegator Style

• The Facilitator Style

• The Demonstrator Style

• The Hybrid Style

 Andragogy
1. Alexander. Kapp a German educationist coined this term in 1833

2. Malcolm Knowles defined andragogy as Art & science of helping adults to learn, ways in
which adults learn differently from children.

• Greek work aner (stem andr- “man”) Plato’s idea that adults continue to learn.

• Adults are Autonomous and Self -Directed.

• Adults Have Accumulated a Foundation of Life i.e. Experiences and Knowledge.

• Adults are Relevancy- and Goal-oriented

• Adults are likely to resist learning conditions that conflict with their self concept.

• Adults need to be free to direct themselves.

• Trainer must actively involve adult participants and serve as facilitators for them.
 Elements of Andragogy Principles of Andragogy

i. Preparing the learners 1. Need to know

ii. Climate setting 2. Need to build experiences

iii. Mutual planning 3. Self concept

4. Readiness
iv. Diagnosis of learner needs
5. Problem orientation
v. Formulation of learning objectives
6. Intrinsic motivation
vi. Learning plan and design

vii. Learning plan execution

 Andragogy asserts that adults learn best when:
• They feel need to learn
• They have some input into how, what and why they learn
• Learning content and process has a meaningful relationship with their past experiences
• Their experience is used as a learning resource
• What is to be learned relates to current life situation and tasks
• They have as much autonomy as possible.
• The learning environment minimizes anxiety
• Their learning styles are taken into account
• There is cooperative learning environment
• Mechanism for mutual planning is created
• Learning needs and interests are diagnosed and cared for
• Sequential activities are planned and organized.
 What is Student-Centered Learning

● Students-centered learning refers to an educational approach or philosophy that

emphasizes meeting the individual needs of each student

● Student-centered learning is based on the theory that students prosper when they can make

direct connections between the teaching material.

Benefits of Student-Centered Learning

● Encourages Better Memorization ● Improves Participation ● Develops Problem-Solving

Skills ● Enables Personalized Learning ● Makes Learning an Enjoyable Experience ●

Inspires Collaboration and Teamwork

 Instructional Approaches in Teaching
Direct Instruction: Teacher-directed & most common. Includes lecture, didactic questioning,
explicit teaching, practice and drill, and demonstrations.
Indirect Instruction: High level of student involvement in observing, investigating, drawing
inferences, or forming hypotheses.
Interactive Instruction: Seaman and Fellenz (1989) discussion and sharing.
Experiential Learning: Inductive, learner centered, and activity oriented.
Instructional methods foster the development of individual student initiative, self-reliance,
and self-improvement.
Independent Study: May be initiated by student or teacher. Planned independent study under
the guidance of teacher or partnership with other individual or part of small group.
 Learner Centric Vs Teacher Centric
The Learner in Learner Centered Teaching Engaged, Empowered, Confident, Self-motivated,
Autonomous , Self directed.

What Changes When Teaching Is Learner-Centered?

The Balance of Power

The Function of Content
The Role of the Teacher
The Responsibility for Learning
The Purpose and Processes of Evaluation
 Bloom’s Taxonomy

• Greek work Taxis meaning arrangement and Names meaning Law. Orderly arrangement

• Taxonomy mean “system of classification”

• Benjamin S Bloom, Editor of Taxonomy of Educational Objectives, (Bloom, Engelhart, Furst,

& Krathwohl, 1956)

• One of most recognized learning theories in the field of education.

• Classification of different learning objectives & skills that educators set for their students.

• Volume 2: Handbook II: Affective Domain in 1964 by Krathwohl.

 3 learning domains
• Different levels of thinking within each domain of the Taxonomy are hierarchical.

• In other words, each level subsumes the levels that come before it.
 Bloom's Taxonomy revised

I. In 2001, David Krathwohl and Lorin Anderson published a revision to 1956 hierarchy.
II. Introduced a key change
III. It shifted the language used from nouns to verbs.
IV. Focused the attention from acquisition toward active performance.
V. "Synthesis" was also dropped and "create" was moved to the highest level of the domain.
Educators use Bloom's Taxonomy to create learning outcomes that target
Subject matter, depth of learning, assessments and report progress towards outcomes
(Anderson & Krathwohl, 2001).
Cognitive Domain: By Benjamin Bloom(1956)

Bloom's Taxonomy revised (2001)

 Levels of Bloom’s Taxonomy can be used to structure learning
objectives, lessons and assessment of your course

• Remembering: Retrieving, recalling & recognizing knowledge from long term memory

• Understanding: Constructing meaning from oral or written messages through

explaining, exemplifying, summarizing and inferring

• Applying: Using a procedure for implementing

• Analyzing: Breaking information into parts and relate to each other

• Evaluating: Making judgements on determined criteria

• Creating: Reorganizing elements into a new pattern

 Purpose of Using Bloom’s Taxonomy

i. To encourage higher order thoughts by building up from lower level cognitive skills.

ii. To identify intellectual levels at which individual students are capable of working.

iii. Ask questions aimed at creating critical thinking to reach top three levels, analysis,
synthesis and evaluation.
 Psychophysiological Motives (Psychomotor Domain)
Simpson created the psychophysiological objective in 1969 under the Bloom taxonomy.

1. Stimulation: something that attracts us, then we react after seeing it.

2. Manipulation: Actions towards that stimulus compel us to act.

3. Control: We try to control that action.

4. Coordination: To control it, we establish coordination between stimulus and action.

5. Naturalization: While coordinating them, a time comes when it becomes easy for us to
coordinate them, we easily coordinate them in every situation, it becomes our nature.

6. Habit formation: It becomes our habit after coming into nature. After such a situation
comes again, we always do the same action and reaction, due to which new habits are created
in us.
 Planning a Lesson Planning a Test

• Identify the learning objectives • Weightage tables are four types

• Plan the specific learning activities • weightage to objectives

• Plan to assess student understanding • weightage to content

• Plan to sequence the lesson in an engaging • weightage to test items

and meaningful manner • weightage to difficulty level
• Create a realistic timeline

• Plan for lesson closure