Andragogy, Pedagogy, and Teaching Terrific Teens
I have been considering adapting MathUSee for adult learners. In the process I ran across these two words which describe two different teaching models.
Most of us are familiar with the pedagogical model which has been in vogue since the Middle Ages and puts the onus of teaching on the teacher. The assumption is the student has only a modicum of knowledge and limited life experiences. In this model the teacher is called upon to deliver the subject matter in an effective and efficient manner with textbooks and other resources. The Greek root words peda and ago, convey “to lead a child”.
Andragogy has different assumptions and calls for different strategies. The root words imply to lead an adult. This term is used extensively by Malcolm S. Knowles, considered the father of adult learning. An adult has more knowledge and extensive real world experience. The andragogical model is not teacher driven but a partnership between teacher and student. The adult learner has a need to understand why the subject matter is important and where he will use it in real life. He also needs to take responsibility for what he is learning and how he will learn it.
I am sure you have seen these adult tendencies in your teenage students. They want to know why they are studying math, how it will help them, and where they will use it. They also are outgrowing the pedagogical model of being a compliant listener and learner.
These are all positive indicators. We want students to ask why and where and take ownership of their education. Let’s encourage them to ask questions and take more initiative and responsibility in their education. In MathUSee we try to answer these questions as we present the material on the DVDs and in the numerous word problems and honors lessons. Stewardship is nothing but a real life application book which I wrote with a maturing teenager in mind.
When a teen begins studying Algebra 1 and Geometry it may be a good time to let them tackle these courses by themselves. They may benefit from having the buck stop in their lap.
In closing, these two models are not mutually exclusive. When a new topic is being studied that the student is unfamiliar with, there is a need for pedagogy as the teacher presents the rudiments of the material. But then a wise teacher, or facilitator, will not continue to spoon feed but will work along with the student as they digest the content, find application, and work towards mastering the topic.
Leading an adult may not be as easy as leading a child, but it is a unique and satisfying experience as you see your student mature and take on more responsibility for their education.
-Steve Demme
