What is Andragogy?
Andragogy is a theory that focuses on the best methods for teaching adults. This concept was developed by the American educator Malcolm Knowles in the 1960s.
I now spend my working life standing in front of adults, teaching classroom pedagogy: the practice of teaching.
Knowles noticed that adults learn differently than children, and he identified several characteristics of adult learners:
- Are self-directed and responsible for their own learning.
- Have a wealth of life experiences that they bring to the learning process.
- Are goal-oriented and want to see immediate applications for their learning.
- Are relevancy-oriented, meaning they must see a reason for learning something.
- Are more likely to be motivated to learn by internal factors rather than external factors.
This may also help people like myself who lead training sessions for other adults.
Planning for maximum impact
I work very hard to define, refine and narrow the learning intentions for any training session, providing pre-and post-follow-ups to ensure maximum impact. There’s nothing really worse than a one-off exposure to material with no regard for any of the factors above.
As a result, there are not many scenarios I’ve not encountered.
From moments of inspiration to the depths of cynicism to small intimate groups and large conferences. There is no stone unturned in my life as a teacher trainer. I’ve also had to become deeply immersed in instructional design; how I present myself, as well as the content.
What does the available research say?
There are approximately 16,000 academic references available; Andragogy is a term I’ve not been very familiar with until Joyce Matthews – a coaching specialist working in Scotland – nudged me several years ago. A recent message prompted me to write this post.
Using research recommendations from Malcolm Knowles work in andragogy, if I were to lead a teacher training session in front of a roomful of teachers who are already experts in (teaching) pedagogy, what would I recommend if you were leading from the front a room full of pedagogical experts?
1. Recognise their expertise
Start by acknowledging that the teachers in the room are professionals with a wealth of experience. Encourage them to share their experiences and knowledge throughout the session. “Power from the floor” is my favourite expression.
2. Explain the relevance
Since adults are relevancy-oriented, clarify the importance of the training from the outset. Explain why understanding [enter topic] is beneficial for them in their professional lives, and how it can enhance their teaching effectiveness.
3. Involve them in the learning process
We all like to be actively involved in learning. Employ a range of methods to allow teachers to apply the principles of [topic] in a practical way.
4. Set clear objectives
We are goal-oriented. Be clear about what any session will achieve and what the teachers should expect to gain from it. Setting clear objectives at the start provides a roadmap for the session and helps maintain focus.
5. Encourage self-directed learning
Provide resources to explore before, during, or after the session. For example, articles, videos, or websites. I find QR codes are highly effective!
6. Feedback and reflection
Regularly seek feedback, and allow space for reflection and discussion. This can be a high-risk strategy, and if it’s just you standing at the front of the room in front of thirty or 300 people, it will be very difficult to meet everyone’s needs. There are some things you can do prior to any event, but seek regular feedback during the session itself should keep you on track. How you do this is another matter …
7. Connect to real-world situations
As with students, provide real-world situations in the classroom. Use scenarios and practical examples to show the application of any principles. This approach will help to reinforce the relevance and effectiveness of whatever it is you are advocating.
In some respects, these overarching principles are no different to how teachers should implement practice in the classroom. One significant difference to note, is that you are working with experts rather than novices – see cognitive apprenticeship. Take a look at my five-minute professional development plan and my five-minute event planner to ensure no stones are left unturned.
Remember, the key goal of effective teacher training is to model your ideas in your teaching practice so others can experience its benefits firsthand.
Read more to discover the hallmarks for leading effective professional development.
