Discussion board forum - Assignment Example

Pedagogical and Andragogical Approaches to Instruction Pedagogical and Andragogical Approaches to Instruction Andragogical and pedagogical approaches, is important in delivering adult education. The two methods differ based on a number of assumptions. Assumptions include aspect that the pedagogy approach perceives the learner as reliant, expecting the teacher makes the determination of the concepts learned at any particular instance (Vodde, 2009). On the other hand, andragogical approach has a universal understanding that at some point, students undergo natural maturation.

Maturation among learners ensures their transition from dependent individuals towards a sense of self-directedness. Pedagogical approaches to learning perceive diminutive validity in the experience the student gains in previous learning sessions. Based on the pedagogical approach, the matter of concern is the teacher’s experience, as well as the content of the instructional aids (Bostock & Wood, 2012). On the contrary, the andragogical approach perceives the learner’s experience as a rich source of the ability to attain more information and thus, acts as a resource for successful knowledge processes in the future.

Pedagogical methods use assigned readings, lectures, as well as passive methods in passing ideas to the students (Werner & DeSimone, 2012). On the other hand, andragogical approaches apply the use of experiential methods, such as problem-solving instances, lab experiments and simulation game. The two methods differ further in terms of predication. On one hand, educational methods assume that everyone is always willing to learn what their society dictates. Therefore, because everyone is always ready to learn, every learning exercise should apply a standardized curriculum.

On the contrary, andragogy provides that learners acquire the readiness and urge to learn when they gain their initial experience to learn because of a need that arises requiring them to acquire some understanding in order to cope with some real-life problems (Bostock & Wood, 2012). In this view, information should emphasize on real-life situations and tailored to the real-life needs of the learners, as well as their call and readiness to learn. Pedagogical approaches to learning in addition make the assumption that knowledge possesses future orientation, and thus, what learners learn today may turn out to be beneficial at some later situations and thus, application may not be necessary for the same instance of learning (Vodde, 2009).

On the other hand, andagogical styles assume learning to be a process involving the development of increased competencies and thus, the goal should be to learn something that benefits the learner with some future rewards. In designing a program to train employees about sexual harassment, and ways of responding to sexual harassment complaints, different principles related to the two methods of instruction are appropriate. The andragogical principle that the learner has a sense of self-directedness is applicable.

Such would help the instructor to involve the students in determining cases where they experience sexual harassment (Vodde, 2009). In addition, andragogy’s principle that perceives the learner’s experience as a basis for better learning ability in the future would also be applicable in this case. Principle of apprentice experience act as a basis of equipping the participants with more skills in the future since the topic they will be learning is a universal aspect in societies in both the older and the current generations, and thus, viewed as an unending process.

Additionally, the pedagogical principle that knowledge acquired in the contemporary education situations may be beneficial in the future would also be applicable in this case with the reason of helping employees to solve cases of sexual harassment in their future.References Bostock, J., & Wood, J. (2012). Teaching 14-19: A Handbook: A Handbook. London: McGraw-Hill International.Vodde, R. (2009). Andragogical Instruction for Effective Police Training. New York, CA: Cambria Press.Werner, J. M., & DeSimone, R. L. (2012).

Human Resource Development. Mason, OH: South-Western.