personal characteristic a. True b. False il, Select the aspects of Self Directed learning are: a. Context b, Leamer Personality . Teacher Personality . Answer Key i-a, ji-a,b 9.3 Chapter End Assignment taal el Now let us check what we have learnt so far. iscussion Forum Consider the scenario is Box 9.1 i. List the steps for Self-Directed Learning as per Tough’s Sequential Model li, Discuss the scenario as per Brockett and Heimstra’s Interwoven Model 9.4 References 4 =tough%27s+ sequential+ model Ikots=fH YWUNNW4ssi AEWAA#V=0n4 =tough's%21 itial%20model&f=fal 579.2 Brockett and Hiemstra's Interwoven Model Interactive models are non-linear models, their view learning as a combined influence of personal characteristics, opportunity, circumstances, and cognitive processes. Brockett and Roger Hiemstra state that self-direction in learning refers to two distinct but related dimensions: as an instructional process where a learner assumes primary responsibility for the learning process; and as a personality characteristic centering on a learner's desire or preference for assuming responsibility for learning =f \— —=3a:C«iCEEESN N74 Sector lin Sxl Content Figure 9.2 Brockett and Heimstr: Interwoven Model Brockett and Heimstra’s model is the Personal Responsibility Orientation model. It emphasis: ‘+ The importance of differentiating Self-directed learning as an instructional method and learner self-directions as a personal characteristic, ‘+ The two dimensions are linked when the learner assumes personal responsibility of their thoughts and actions. ‘+ The role of social context in which the learning takes place. ‘+ Personality of the learner, which is the internal motivation of the learner to learn in addition to the external self-directed instructional processes. agriverr x Select the correct option: As per Brockett and Heimstra's model, i. Self-directed learning as an instructional method is different from Self-direction as a 56ps are: |. Deciding what detailed knowledge and skill to learn li, Deciding the specific activities, methods or equipment. Here the learner decides the tools and techniques of self-learning. This could be selecting the media and ‘other aids of learning. lil, Deciding where to learn: The learner decides the place of learning iv. Setting specific deadlines or immediate targets: Here the learner set his own goals and targets and the level of skill acquisition he wants to acquire. This could be basic level knowledge or mastery, ¥. Deciding when to begin a learning episode. vi. Deciding the pace at which to proceed. vii, Estimating the current level of his knowledge and skill or his progress in gaining the desired knawledge and skill. vill. Detecting any factor that has been hindering learning or discovering inefficient aspects of the current procedures. ix. Obtaining the desired resources or equipment or reaching the desired place or resource. x. Preparing or adapting a room (or certain resources, furniture, or equipment) for learning or arranging certain other physical conditions in preparing for learning xi, Saving or obtaining the money necessary for the use of certain human or non, human conditions. xll, Finding time for learning xill. ‘Taking steps to increase the motivation for certain learning episodes veer “x Ravi wants to enroll for further education. Select the sequence of steps as per Tough’s sequential Model a. Decides to enroll for distance education b. Decides the university offering the course ¢. Decides to study business management L abe i. cab i, Baye ue Answer Key ii 55Chapter 9: Models of Self Directed Learning (Tough’s Sequential Model Brockett and Hiemstra's Interwoven Model) 9.0 Objectives At the end of this Unit, you will be able to: ‘+ Explain Tough’s Sequential Mode! of Self-Directed learning. © Discuss Brockett and Hiemstra’s Interwoven Model of Self-Directed learning. 9.4 Tough’s Sequential Model fa... 9.4 Sheela has been working at a private firm. She has always wanted to learn further and pursue a more rewarding career. She has decided to enroll for a part-time program in Early child care Education. She has selected an institution which offers not only practical sessions at a play schoo! but also internship opportunity. She has spoken to her current employers and adjusted her working hours to suit the course. She has been saving for this course for the past few years and Is very excited to start next year. Tough’s model gives a sequential way for self-directed learning. The goal of this method is that the learner is able to develop the ability for self-directed learning, This model describes a linear way to formulate self-directed learning. Figure 9.1 Tough’s Sequential Model 54Answer Key 1-d, 2-a, 3 ¢, 4-b 8.3 Exercise a 4 |. Explain the important characteristics of learners and teachers in all the stages of Grow’s Model. 8.4 References =tough%27s+sequential+modelisource=bi&ots=fH_YWUNnW4&sig=Y3f1lHzsaqm BwNGynChte187LoCO&hI=en&sa=XBel amSCev 14CADABved=0CB \ QGAEWAA#V=sni 1w's%20modelaf- Fal | nttasi//books.qooale.co.in/books?id=MZEZWANPI40C&Dg=PAL1B8lpa=PALLB&d 53Examples of Stage 3 ‘+ Seminar with instructor as participant. ‘+ Student group projects approved and facilitated (but not directed) by the instructor. ‘= Group projects progressing from structured assignments with criteria checklists, to open-ended, student-developed group projects performed without close supervision. Stage 4: Learners of High Self-Direction Self-directed learners set their own goals and standards--with or without help from experts. They use experts, institutions, and other resources to pursue these goals. Being independent does not mean being a loner; many independent learners are highly social and belong to clubs or other informal learning groups. Leamers at this stage are both able and willing to take responsibility for their learning, direction, and productivity. They exercise skills in time management, project management, goal-setting, self-evaluation, peer critique, information gathering, and use of educational resources. The most mature Stage 4 learners can learn from any kind of teacher, but most Stage 4 learners thrive in an atmosphere of autonomy. Same learners become situational self-directed; some become self-directed in a more general sense. Teacher learners at this stage involves "Delegating”. The Stage 4 teacher's role is not to teach subject matter but to cultivate the student's ability to learn. The ultimate subject of Stage 4 is the learner's own personal empowerment as a mature creator and evaluator of knowledge, or as a high-level practitioner of a skill. The teacher may consult with learners to develop written criteria, an evaluation checklist, a timetable, and a management chart for each project they develop or hold regular meetings so students can chart and discuss everyone's progress and discuss problems. Examples of Stage 4 ‘+ Internship, term projects, independent study, senior project, dissertation. ‘+ Student-directed discussion with teacher involved mainly as asked to join. ‘= Student newspaper or magazine with faculty sponsor. = Creative writing. agrvte Match the following stages with examples: 1. Stage 1 a) Computer Aided Instruction 2. Stage IT b) Research 3. Stage III €) Project-Based Learning 4. Stage IV d) Swimming Coaching 52willingness and enthusiasm, Teachers at this stage should give clear explanations of why the skills are important and how the assignments help attain them. Examples of Stage 2 Teaching ‘+ Industry training programs, ‘+ Teacher-led discussion, ‘+ Demonstration by an expert, followed by guided practice. ‘© Highly interactive computerized drill. ‘+ The structured projects of commercial art and design studios + A mother teaching a child to talk (note the combination of two elements: strong personal interaction and strong focus on subject matter), weer “x Select the correct options |, Students in Stage 1 are completely dependent on the instructor a. True b. False li, Teachers is Stage 2 need not explain the concept to the ‘gaod students’ a. True b. False Answer key: ia, Ui-b Stage 3: Learners of Intermediate Self-Direction In this stage, learners have skill and knowledge, and they see themselves accauntable for their own education. They are ready to explore a subject with a good guide. They will even explore some of it on their own. But they may need to develop a deeper self- concept, more confidence, more sense of direction, and a greater ability to work with (and learn from) others, Stage 3 students learn to identify and value their own experiences in life. They may learn to value the personal experiences of others. They develop critical thinking, individual initiative, and a sense of themselves as co-creators of the culture that shapes them. The teacher acts as a facilitator for the learning experience. Teacher and students share in decision-making, with students taking an increasing role. The instructor concentrates on facilitation and communication and supports students in using the skills they have. 51Figure 8.1 Grow’s Instructional Model a 1 eae ak Coach =r oe rs = oy Facil , lator ae me aaa In this stage the Learners are completely dependent on the instructor and need an authority-figure to give them explicit directions on what to do, how to do it, and when. The learning at this stage is teacher-centered. Teachers are treated as experts who know what the student needs to do, or they passively slide through the educational system, responding mainly to teachers who "make" them learn. The degree of dependency of the learners may be different and the degree attainment of knawledge too Is varied. Being a dependent leamer is not a defect; it can, however, be a serious limitation. All learners--of whatever stage--may become temporarily dependent in the face of new topics. Learners of other stages may freely choose to learn in a dependent mode--e.9., for efficiency or to gain access to a certain teacher. Examples of Stage 1 Teaching ‘© Coaching with immediate feedback. + Drill, ‘+ Informational lecture. ‘+ Formal lectures emphasizing subject matter. ‘+ Highly specific assignments. ‘+ Intensive individual tutoring ‘© Coaches in sports, drama, music * Vocabulary and spelling dritl ‘Stage 2: Learners of Moderate Self-Direction Stage 2 learners are moderately self-directed. They are interested or can be made interested as they respond to motivational techniques. They are willing to do assignments as long as they are relevant. They are confident but may be largely ignorant of the subject of instruction. These are what most school teachers know as "good students.” Teaching Stage 2 Learners requires motivating the good students, Teachers should bring enthusiasm and excitement to the class, Teachers should persuade, explain, and convince--using a directive but highly supportive approach that reinforces leamer 50Chapter 8: Models of Self Directed Learning: Grow's Model 8.0 Objectives ‘At the end of this Unit, you will be able to + Explain the Grow’s Model of Self-Directed Learning 8.1 Introduction Andragogy or adult education has seen the popularity of self-directed learning because there is a growing dissatisfaction with the conventional forms of teaching adopted for adults, and the rich formal and informal learning materials available online. There is an increasing advancement in technology and the “age of information” is rich and varied resources all around us waiting to be explored. In the following sections we will see some of the popular models of andragog y. 8.2 Grow’s Instructional Model Box 8.1. Amit and Priya are 8 year-old siblings. Amit is often distracted in class. His teacher has to make sure he listens to all the lectures does his assignments. Priya is always eager to learn. She listens to what the teacher is teaching and often asks questions. She ‘comes back to the teacher with high order queries and about how the knowledge is applied in real life. Grow's Instructional model is based Self-directed learning. It consists of stages of progress in self-directed learning. It states the role of the instructor and the learner at each stage. The progress is from heavy teacher dependence to independent self-direction with minimum influence of the teacher. In this model: © The role of the instructor evolves from being the authority to a motivator to a consultant or a guide ‘+ Simultaneously the leamer moves from being dependent on the instructor to being completely Self-Directed. 497.6 Chapter End Assignment Ca Now let us check what we have leamt so far, (i) Select any topic of your choice for adult learners and explain how you will teach it using any one of the strategies mentioned above. State the advantages of that strategy 7.7 References www .cde.gov/healthyvouth/foodsafety/pdf/effective teaching strategles.pdt 48+ Case Study: Case Studies can help the students understand the concept with the help of real-life examples. This help to make the knowledge relevant to the learner angry 1. Select the correct option: This allows the instructor want to replicate real-life situation and responses in a virtual world: i. Games li, Case Study lil, Simulation Additional Reference Videos: Simulation itv i 2 Role Play rf hi ww com Wi 7.5 Exercise ~*~ 3 © Now let us check what we have learnt so far |. State the four principles of Andragogy as per Malcom Knowles. Explain at least two with examples. li, State and explain the four principle of adult learning lil, List the characteristics of an adult learner 477.4 Instructional Strategies The above learner characteristics need to be incorporated in teaching. The learning Pyramid demonstrates the proportion of people who leam best from selected instructional methodologies. Most of us learn best when we're actively involved in the learning process (discussion groups, practice, teaching others). Strategies should be such thase they incorporative opportunities for: * Collaboration = Recall of Prior Learning © Engagement of the learner throughout the curriculum ‘+ Involvement in planning and evaluation * Below are some of the strategies to be considered for adult learning Some of the strategies recommended for Adult Learners are: * Quiz: Ensure that the questions encaurage both inductive and deductive reasoning * Games : can provide attainment of knowledge as well as practice along with fun = Role-playing: can help to deliver a concept along with attitudinal changes like empathy and compassion + Brainstorming: Can result is various out of the box ideas and help in better retention of the topic + Group problem-solving: will encourage collaboration and scaffolding + Simulation: for advanced topics simulations can give a real-life fee! and can help to reduce cost. For e.g. student of automobile engineering can study various types of simulated engines which a much lesser cost compared to actual models, 464. Are relevancy-oriented. Instructors have to make sure participants see the relevance of the training, as well as individual activities and topics. (This relates ta having clearly defined objectives that are stated early in the training.) 5. Are practical. Instructors should tell participants explicitly how the training and individual activities will be useful to them an the job, 6. Need to be shown respect. Instructors should make sure to recognize participants’ knowledge, and treat them like equals rather than subordinates. agrivtrs i, Select the correct learner characteristics: + Need respect + Goal Oriented © Self-directed + Content-driven = Practical li, Additional Reference Videos: You may refer the below link https: //www.youtube.com/watch?v=K1OShév! E https://www.youtube.com/watch?v=L{7k2idy27M&index= IpQixonbw x1 list =PLirmyoGxmIYWi2H4A 4sagrivis 1: Mateh the following i Involvement a) Current Situation ji. Experiences b) Learning Opportunity iil, Relevance c) Real-life situations lv. Problem-Centered d) Planning and Evaluation pe a Answer Key: i-d, jib, iliva, Iver 2: Additional Reference Video: https://www.youtube.com/watch?v=0qNflAZAIQ 7.3 Instructional Strategies for Adult Learning ‘Characteristics of Adult Learners It is important to understand how adult learners are different from children in order to design instructions effectively These characteristics of Adult learners have implication on the learning and hence teaching has to be designed keeping the same in mind, For e.g. Adult learners are 1. Are autonomous and seif-directed. Instructors should hence actively involve participants. They should serve as their facilitator, rather than teacher. They should find out what the participants want to learn before designing the training 2. Have a foundation of life experiences and knowledge. Instructors need to recognize the value of experiences and knowledge participants bring to the training. They should encourage participants to draw on their experiences and knowledge related to the topic, 3. Are goal-oriented Instructors should be organized and should clearly define goals, objectives, and agenda for the training. They should show participants how it will help them achieve their goais early in the training 441. Adults need to be involved in the planning and evaluation of their instruction Adults are motivated to learn when the topic is aligned to their real-life goals. Adult learners are likely to resist learning when they feel others are imposing information, ideas or actions on them. ‘When we involve them in the planning of the curriculum we ensure that the objectives are aligned to their expectations and the learner is ‘engaged and motivated to do the course. 2. Experience (including mistal the basis for learning activiti ‘Adults bring life experiences and prior knowledge to learning, Adults like to be given Figure 7.4: Principles of And ‘opportunity to use their existing foundation of knowledge and experience gained from life experience can be used and applied to further learning. This will help them to draw on those experiences when problem-solving, reflecting and applying cognitive processes. It is important to facilitate reflective learning ‘opportunities which can also assist the student to examine existing life experiences and move toward a new understanding of information presented, ) provides ey 3. Adults are most interested in subjects that have immediate relevance to their Job or personal life ‘Adult learners learn primarily to see an improvement in their current situation. They want to know the relevance of what they are learning and how it will help them achieve the goals, One way to help students to see the value of their observations and practical ‘experiences throughout their placement is to: ‘+ Encourage reflection on what they expect to learn prior to the experience, on what they learnt after the experience, and its application in the future, * Provide some choice of fieldwork project by providing two or more options, so that learning is more likely to reflect the student's interests, 4. Adult t rning is problem-centered rather than content-orlente: ‘Adults seek relevance and improvement in their real-life situations. The learning is mainly focused at resolving a problem currently encountered by them. It could be social, ‘emotional, economic etc. Since the need to learn emerges from these situations it is generally problem centered unlike pedagogy where learning is content-orientated and ‘then may or may not be used in real-life, It is important to: design adult learning content with a lot practical fieldwork experiences, interacting with real clients and their real life situations. Learner should from classroom and textbook mode to hands-on problem solving where they can recognize firsthand how what they are learning applies to life and the work context. 43‘Chapter 7: Principles of Andragogy Instructional Strategies for Adult Learning 7.0 Objectives At the end of this Unit you will be able to «Explain the principles of Andragogy «State the characteristics of an adult learner * Choose appropriate instructional strategy for adult learner 7.1 Introduction Part of being an effective educator involves understanding how adults learn best (Lieb,1991). Andragogy (adult learning) is a theory that holds describes how adults learn and suggests means of effective adult learning. Andragagy emphasizes nat only the goal of learning but also the process of learning. It uses approaches to learning that are scenario or problem-based and collaborative rather than didactic, and also emphasises more equality between the teacher and learner. Andragogy as a study of adult learning originated in Europe in 1950's and was then pioneered as a theory and model of adult learning from the 1970's by Malcolm Knowles an American practitioner and theorist of adult education, who defined andragogy as "the art and science of helping adults learn" 7.2 Adult Learning Principles Box 7.1 Ms. Reena teaches Law students. She discusses with her students what topics need to be taught explicitly and what can be just discussed in class. She always takes reai-iife Cases and discusses them, she makes everyone participate in the discussion. She asks leamers how they would handle a particular case (1) Adults need to be involved in the planning and evaluation of their instruction. (2) Experience (including mistakes) provides the basis for learning activities. (3) Adults are most interested in subjects that have immediate relevance to their job or personal life (4) Adult learning is problem-centered rather than content-oriented. 42Answer Key: i-b ii-a 6.5 Exercise Coal Now let us check what we have learnt so far. i. Explain the assumptions of Knowle’s theory ii, Explain the development of Andragogy as a science of adult learning ili. Development of andragogy 6.6 References 1ra/mobi/malcaim-knowles-inform: 4 http: //www.andragooy. net) 41Andragogy’ was later connected with the in existence coming academic and professional institutions, publications, programs. It was triggered by a similar growth of adult education in practice and theory as in the USA. ‘Andragogy’ functioned parallel to other academic headers like ‘biology’, *medicine’, ‘physics’ 6.4 Need and Importance As children are dragged by curiosity, adults are dragged by the resolution of the problems faced by them in day to day life. Adults are generally socially, psychologically, and in mast cases economically independent. Being independent ar the inherent need be independent given rise to further literacy requirements. Adults understand that many of their inconveniences in life could be due to lack of required literacy skills. This feeling of lack of certain knowledge or skill is generally the real motivation for adults for learning. As adults have wealth of prior life experience, this experience should be transformed for foundation of instruction. The need of adult learning emerges from solving the adults role-related, life related problems versus pedagogy wherein formal schooling is utilized in future. The problems for which an adult in seeking solution through learning are encountered on day to day basis, and require timely solutions which can be immediately applied In adult education teachers are more of facilitators of learning. The adult education literature is facilitation in ways that distinguish it from the process of general practice of teaching. For example, facilitators participate in dialogue with adult leamers and view them as their equals; have no sole decision power within a group, to take a neutral stance and most importantly showing respect to the adult keeping in view his age, experience and need as learner for sparing time for learning out of his busy life. In this tradition, literacy is the source of empowerment mostly economic empowerment. Emincipatory literacy is focused on social transformation. So literacy programs should use the principles of andragogy to transfer knowledge in the best possible way. Andragogy ensure that the content is not just about mechanical learning but focuses on the overall goals of leading an improved life. agrvte State true or False i. Teacher is the primary source of knowledge in Andragogy. a) True b) False il, ‘The teacher should treat the adult learner as equal a) True b) False 406. Motivation - While adults are responsive to some external motivators (better jobs, promotions, higher salaries, and the like), the most patent motivators are internal Pressures (the desire for increased job satisfaction, self-esteem, quality of life and the like, age weer Match the following to the correct assumptions 1: Need to Know a, Own life, Own Decision 2: Motivation b. Prior learning 3: Orientation to Learning Based on real-life situation 4: Readiness to Learn d. Reason for learning 5: Self Concept €. Problem-Centered Orientation 6: Experience f. Better Jobs 9. Subject-wise Orientation Answer Key: 1-d, 2-f, 3-@, 4-c, Sa, 6-b 6.3 Development of Andragogy Andragogy was originally formally introduced by Alexander Kapp (a German educator) in 1833, It was developed into a theory of adult education by Eugen Rosenstock-Huessy and was popularized in the US by American educator Malcolm Knowles. Knowles asserted that andragogy (Greek: “man-leading") should be distinguished from the more commonly used pedagogy (Greek: "child-leading").Knowles published his first article in 1968, it was about his understanding of andragogy with the provocative title ‘Andragogy, Not Pedagogy.’ The term andragogy received general recognitian throughout North America and other English speaking countries; ‘within North America, no view of teaching adults is more widely known, or more enthusiastically embraced, than Knowles’ description of andragogy’. Knowles’ concept of andragogy ~ “the art and science of helping adults learn‘ - ‘is built upon two central, defining attributes: + Aconception of learners as self-directed and autonomous + Aconception of the role of the teacher as facilitator of learning rather than presenter of content’. It emphasized learner chaice more than expert control. 396.2 Meaning of Andragogy Box 6.4 Ajay has completed his graduation and was working full-time at a bank. He felt he needed to be better qualified to progress in his career. He searched for several Programs based on his interest and the career opportunities they provided. He has Now enrolled for a post-graduate program in management. Knowles built the theory of adult learning which focused on the characteristics of adult learners. It is based on the concepts researched by Cross (Adult Learning Theory), Gagne (Conditions of Learning), Houle, Rogers (Experiential Learning), Tough, and others. Knowles further developed an andragogy model based on several assumptions: 1, The need to know - It is Important for adults to know the reason for learning something before undertaking 2 to learn it 2. The role of the learner's experience - Adults come into with huge prior experience both a greater volume and a different quality of experience as compared to younger learners. Figure 6.2 Assumptions of Knowles’ Theory 3. The learner's self-concept - Adults feel responsible for their own decisions, thelr own lives, this is terms as having a self-concept. Once they have arrived at that self- concept they develop a deep psychological need to be considered as being capable of self-direction by others. 4. Readinesses to learn = Adults consider learning things they need to know and those which are relevant to their real-life situation and needs. 5. Orientation to learning - In contrast to children’s and youths’ subject-centered orientation to learning (at least in school) j.e. the subject is decided first and then its applicability to real-life needs Is explained, adults are life-centered (or task centered oF problem-centered) in their orientation to learning where the subject or topic is as per their needs. 38Module: 2 Understanding Androgogy ‘Chapter 6: Andragogy-Meaning, Development Need and Importance 6.0 Objectives At the end of this Unit you will be able to: + Define Andragogy. ‘+ Explain the development of Andragogy. + Explain the need and importance of Andragogy. 6.1 Introduction Malcom Knowles (1913-1997) was an educator and a very influential figure for the use of term Andragogy as synonymous to the adult education, According to him andragogy is the art and science of adult learning. Andragogy literally means leader lo of man (andr- is Latin for "man and agogus is Latin for "leader of”) Dusan Savicevic, a Yugoslavian educator, made Knowles ‘aware of the term “Andragogy” in 1967. The term was actually coined by a German educator, Alexander Kapp, in 1833 Malcom Knowles focused on the notion of informal education, he emphasized “friendly and informal climate’ in many adult learning situations, the flexibility of the process, the use of experience, and the enthusiasm and commitment of participants (including the teachers). He used the term ‘informal education’ to refer to the use of informal program unlike formal academic education for learning, He felt that an organized course is usually a better instrument for ‘new learning of an intensive nature, while a club experience provides the best opportunity for practicing and refining the things learned’. Malcolm Knowles’ book was published in 1950. The book Informal Adult Education was a significant addition to the andragogy literature. Knowles was searching for a ‘coherent and comprehensive theory of adult learning’ - and the closest he could come to an organizing theme was ‘informal’. 37