I have been supporting the use of Andragogy for delivering PD to educators for over a decade now. It is ironic that when I explain what it is to teachers they get it and agree that it makes sense. The problem is that all educators are programmed in the teaching of kids. Pedagogy is child learning. When we consider that educators deliver most of their PD to other educators from a pedagogical perspective, it may answer the age-old complaint educators have had for centuries, a strong dissatisfaction with PD provided to them.
Over the last decade, I have written a number of posts describing what PD should look like with an andragogical perspective, but change takes time in education. in an effort to possibly speed things along, I thought I would engage ChatGPT to weigh in. I provided the prompt and ChatGPT provided the examples.
Using Andragogy how should a teacher approach lessons in teaching professional development to adult educators?
When teaching professional development to adult educators, it is essential to apply the principles of Andragogy, which is the theory of adult learning. Here are some approaches that a teacher should consider:
- Establish a collaborative and respectful learning environment: Adult learners thrive in an environment that respects their experiences, knowledge, and expertise. Encourage open dialogue, active participation, and mutual respect among learners. Create a safe space for adults to share their perspectives and ask questions.
- Engage learners in setting goals: Adult learners are more motivated when they have a say in their learning objectives. Involve them in the goal-setting process, allowing them to identify their specific professional development needs and aspirations. This will enhance their sense of ownership and commitment to the learning process.
- Provide relevant and practical content: Adult learners are more interested in content that is immediately applicable to their professional roles. Ensure that the lessons are relevant, practical, and align with their teaching contexts. Incorporate real-world examples, case studies, and hands-on activities that encourage problem-solving and critical thinking.
- Use a learner-centered approach: Instead of a traditional lecture-style delivery, adopt a learner-centered approach that promotes active learning. Encourage discussions, group work, and peer-to-peer learning activities. Adults learn best when they can relate new information to their past experiences, so provide opportunities for reflection and application.
- Offer flexibility and choice: Adult learners often have busy schedules and diverse learning preferences. Provide flexibility in terms of scheduling lessons, offering different formats (e.g., face-to-face, online, blended), and allowing learners to choose topics of interest within the professional development framework. This flexibility will empower learners and increase their engagement.
- Facilitate self-directed learning: Adults are autonomous learners who prefer taking control of their learning journey. Encourage self-directed learning by providing resources, references, and tools for independent exploration. Offer guidance and support as needed, but also foster a sense of responsibility for their own learning.
- Provide ongoing feedback and assessment: Regular feedback is crucial for adult learners to monitor their progress and identify areas for improvement. Incorporate formative assessments, self-assessments, and peer feedback to assess learners’ understanding and skill development. Provide constructive feedback that acknowledges their strengths and offers suggestions for growth.
- Encourage continuous reflection and application: Adult learners benefit from opportunities to reflect on their learning experiences and apply new knowledge and skills. Allocate time for reflection, discussions, and action planning to encourage application in their teaching practices. Encourage learners to share their experiences and challenges, fostering a supportive learning community.
By applying these principles of Andragogy, teachers can create a dynamic and effective learning environment for adult educators, enhancing their professional development and improving their teaching practices.
After considering this alternative to what is usually offered nationwide in terms of PD for educators maybe we can begin doing things differently.
There are some districts now engaging teacher coaches and encouraging more collegial collaboration, but that may not be enough if there is no understanding of adult learning. If we are to better educate our kids, we need first to better educate their educators.
My Island View 