PED2 Instructional Presentation 2: Principles of Andragogy PDF

TECHNOLOGICAL UNIVERSITY OF THE PHILIPPINES TAGUIG CAMPUS A premier state university with recognized excellence in engineering & technology education at par with leading university in the ASEAN region. PED2: ANDRAGOGY OF LEARNING INCLUDING PRINCIPLES OF TRAINERS METH...

TECHNOLOGICAL UNIVERSITY OF THE PHILIPPINES TAGUIG CAMPUS A premier state university with recognized excellence in engineering & technology education at par with leading university in the ASEAN region. PED2: ANDRAGOGY OF LEARNING INCLUDING PRINCIPLES OF TRAINERS METHODOLOGY I BTVTE  DESIRED LEARNING OUTCOMES At the end of this chapter, the students are expected to: 1. Discuss the adult learning theories and how they address the needs, motivations, and developmental characteristics of adult learners. 2. Identify and explain the five assumptions underlying adult learning and their implications for teaching practices. 3. Demonstrate a positive attitude towards respecting and addressing the unique assumptions of adult learners in the classroom. Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 2  CHAPTER COVERAGE Lesson 1 Assumptions of Adult Learners Lesson 2 Principles of Andragogy Andragogical Approaches, Lesson 3 Methods, and Techniques Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE  01 ASSUMPTIONS OF ADULT LEARNERS BTVTE  ASSUMPTIONS OF ADULT LEARNERS 1. Self-Concept 2. Adult Learner Experience 3. Readiness to Learn 4. Orientation to Learning 5. Motivation to Learn 6. The Need to know Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 5  ASSUMPTIONS OF ADULT LEARNERS SELF-CONCEPT Adults have a stronger self-concept than children. Adults have the capacity to take responsibility and freedom As adult, the chief sources of self-fulfillment are now their performances as workers, spouses, parents, and citizens. Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 6  ASSUMPTIONS OF ADULT LEARNERS SELF-CONCEPT Adults see themselves as being able to make their own decisions and face the consequences, to manage their own lives. Self-directed approach is more desirable compared to instructor-led learning. The role of the teacher is to engage in a process of mutual inquiry with them rather than to transmit his or her knowledge to them and then evaluate their conformity to it. Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 7  ASSUMPTIONS OF ADULT LEARNERS Implication to Practice Learning Climate The self-concept of being an adult has several consequences regarding the requirements of an environment that will be conducive to adult learning. There exists a spirit of mutuality between teachers and students as joint inquirers; in which there is freedom of expression without fear of punishment or ridicule It suggests that the physical environment should be one in which adults feel at ease. Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 8  ASSUMPTIONS OF ADULT LEARNERS Implication to Practice Learning Climate Example: Furnishings and equipment should be adult-sized and comfortable; meeting rooms should be arranged informally and should be decorated according to adult tastes. Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 9  COMPARISON OF THE ASSUMPTIONS OF PEDAGOGY AND ANDRAGOGY Pedagogy Andragogy Concept of The role of the learner is Increasing self-directedness, but the learner dependent one. at different rates for different The teacher is expected to take full people and in different dimensions responsibility for determining what of life. is to be learned, when it is to be Teachers have a responsibility to learned, how it is to be learned, encourage and nurture this and if it has been learned. movement. Adults have a deep psychological need to be generally self-directing, although they may be dependent in particular temporary situations. Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE  ASSUMPTIONS OF ADULT LEARNERS ADULT LEARNER EXPERIENCE Adults have more experience compared to children. They draw knowledge from these experience. These experiences can be advantageous and disadvantageous to the teacher. Single-loop learning o Learning fits to the learners' prior experience and existing values. Enables learner to respond in an automatic way. Double-loop learning o Learning does not fit the learners’ prior experiences. Requires learner to change his mental schema through reflection in action Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 11  COMPARISON OF THE ASSUMPTIONS OF PEDAGOGY AND ANDRAGOGY Pedagogy Andragogy Role of It may be used as a starting As people grow and develop, they learners' point, but the experience from accumulate an increasing reservoir of experience which learners will gain the experience that becomes an increasingly most is that of the teacher, the rich resource for learning—for themselves and for others. textbook writer, the audiovisual People attach more meaning to learning aid producer, and other they gain from experience than those they experts. acquire passively. The primary techniques in The primary techniques in education are education are transmittal experiential techniques—laboratory techniques—lecture, assigned experiments, discussion, problem-solving reading, AV presentations. cases, simulation exercises, field experience, and the like. Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE  ASSUMPTIONS OF ADULT LEARNERS READINESS TO LEARN Adults are ready to learn when the subject matter has a purpose and reason. Individual differences among people increase with age; therefore, adult education must make optimal provision for differences in style, time, place, and pace of learning. For example, topics that will help them improve and develop their skills related to their work. Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 13  COMPARISON OF THE ASSUMPTIONS OF PEDAGOGY AND ANDRAGOGY Pedagogy Andragogy Readiness to People are ready to learn whatever People become ready to learn Learn society (especially the school) something when they experience a says they ought to learn, provided need to learn it in order to cope more the pressures on them (like fear of satisfyingly with real-life tasks or problems. failure) are great enough. The educator has a responsibility to Most people of the same age are create conditions and provide tools ready to learn the same things. and procedures for helping learners Learning should be organized into discover their "needs to know." a fairly standardized curriculum, Learning programs should be with a uniform step-by-step organized around life-application progression for all learners. categories and sequenced according to the learners' readiness to learn. Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE  ASSUMPTIONS OF ADULT LEARNERS ORIENTATION OF LEARNING Adults prefer subject matter that they can apply to everyday life rather than general knowledge. Practical skills that help sole real-world problems are prioritized. Adults’ orientation to learning is life-centered; therefore, the appropriate units for organizing adult learning are life situations, not subjects. Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 15  COMPARISON OF THE ASSUMPTIONS OF PEDAGOGY AND ANDRAGOGY Pedagogy Andragogy Orientation to Learners see education as a Learners see education as a Learning process of acquiring subject-matter process of developing increased content, most of which they competence to achieve their full understand will be useful only at a potential in life. later time in life. They want to be able to apply The curriculum should be organized whatever knowledge and skill they into subject-matter units (e.g. gain today to living more effectively courses) which follow the logic of tomorrow. the subject (e.g. from ancient to Learning experiences should be modern history, from simple to organized around competency- complex mathematics or science). development categories. Subject-centered Performance-centered Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE  ASSUMPTIONS OF ADULT LEARNERS MOTIVATION TO LEARN The motivation of adults are more intrinsic compared to children. As adults, we want to learn for our own reasons. Adults are motivated to learn as they experience needs and interests that learning will satisfy; therefore, these are the appropriate starting points for organizing adult learning activities. Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 17  02 PRINCIPLES OF ANDRAGOGY BTVTE  4 Principles of Andragogy Adults need to be involved in how their training is planned, delivered and executed. Adults learn more when they can pull past experiences into the learning process. Adult learners need to have a self-directed approach wherein they solve problems and use reasoning. Adults want to know “How can I use this information now?” Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 19  03 ANDRAGOGICAL MODELS, APPROACHES, METHODS AND TECHNIQUES BTVTE  TEACHING APPROACHES 1. Constructivist Approach 2. Collaborative/ Cooperative Learning Approach 3. Integrative Approach 4. Reflective Approach 5. Inquiry-Based Approach Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 21  TEACHING APPROACHES 1. Constructivist Approach 2. Collaborative/ Cooperative Learning Approach 3. Integrative Approach 4. Reflective Approach 5. Inquiry-Based Approach Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 22  TEACHING APPROACHES Constructivist The absorption or assimilation of knowledge is somewhat personal and therefore no two learners can build up the same meaning out of one situation. Knowledge is the result of the learner’s own construction of reality. Involves a continuous creation of rules to explain an observation, and in the process, checks new information against prior knowledge to come up with a new understanding. Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 23  TEACHING APPROACHES Constructivist The students are allowed to be present in the process of understanding and gaining knowledge rather than just passively receiving information. This encourages critical thinking among the students and gives a learning environment in which they can connect with what they are hearing. Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 24  TEACHING APPROACHES Constructivist The students are allowed to be present in the process of understanding and gaining knowledge rather than just passively receiving information. This encourages critical thinking among the students and gives a learning environment in which they can connect with what they are hearing. Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 25  TEACHING APPROACHES Characteristics of Constructivism 1. Teaching is not considered as merely transmitting knowledge and information (facts, concepts, principles) to students but rather as providing students with relevant experiences from which they can construct their own meaning. 2. The teacher acts as a facilitator providing opportunities for a stimulating dialogue to that meaning could evolve and be constructed. Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 26  TEACHING APPROACHES Characteristics of Constructivism 3. Her/his repertoire of instructional materials include learning activities and events rather than fixed documents (laws, principles) that almost always are learned unquestioned and simply recalled. 4. The teacher ceases to be the traditional “sole source of authority in the classroom”. The existing knowledge from their experience were recalled through skillful questioning and appropriate cognition processing. Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 27  TEACHING APPROACHES Characteristics of Constructivism 5. Activity-oriented in order for the students to experience or gain personal knowledge through active involvement. 6. Students' participation with understanding enable them to “live through” a learning episode, thus discovering information by themselves. Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 28  TEACHING APPROACHES Sample Activities for Constructivist Approach Bread and Pastry Production (NC II) Activity: Creating a New Pastry Recipe Constructivist Strategy: Students are encouraged to develop their own unique pastry recipe by experimenting with different ingredients and techniques. They use prior knowledge of baking processes and adjust based on taste and texture. Constructivist Elements: Hands-On Learning: Students actively engage in the creation process, experimenting with flavors, baking times, and techniques. Reflection and Iteration: They reflect on the outcomes (taste, appearance) and make adjustments, going through multiple iterations of the recipe. Connection to Prior Knowledge: Students use their understanding of dough preparation, baking, and ingredient properties to create something new and innovative. Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 29  TEACHING APPROACHES Sample Activities for Constructivist Approach Electrical Installation and Maintenance (NC II) Activity: Designing a Custom Electrical System for a Small Building Constructivist Strategy: Instead of following a standard blueprint, students are tasked with designing an electrical layout for a specific small building (e.g., a house, workshop) based on unique client needs, space, and usage. Constructivist Elements: Real-World Application: Students apply theoretical knowledge in a practical context, developing a custom solution for a specific scenario. Problem-Solving: They face challenges such as space limitations or power requirements, forcing them to think critically and design an efficient system. Scaffolding: The teacher provides guidance and support as needed, but students are encouraged to explore different wiring layouts and solve problems independently. Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 30  TEACHING APPROACHES 1. Constructivist Approach 2. Collaborative/ Cooperative Learning Approach 3. Integrative Approach 4. Reflective Approach 5. Inquiry-Based Approach Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 31  TEACHING APPROACHES Collaborative Approach Students work in groups or teams wherein members help one another to achieve desired outcomes. It promotes the development of skills in “democratic procedures” as they solve problems. It recognizes and rewards collective efforts, at the same time fosters strong motivation. Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 32  TEACHING APPROACHES Characteristics of Collaborative Approach 1. Interdependent relationship is strengthened and reinforced when group cooperation is rewarded. 2. The interactions within the group is influenced by the members themselves. 3. Teams are made up of members with mixed abilities, to exhibit less competitive behavior. 4. Group work promotes maximal generation and exchange of ideas, respect for other people’s point of view, and willingness to adjust Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 33  TEACHING APPROACHES Sample Activities for Collaborative Approach Electrical Installation and Maintenance (NC II) Activity: Wiring Project for a Residential Unit Collaborative Strategy: A group of students is tasked with planning and installing the electrical wiring for a mock residential unit, including the placement of outlets, light fixtures, and breaker panels. Collaborative Elements: Planning: The group collaborates on designing the electrical layout, ensuring safety regulations and energy efficiency are met. Installation: Students work together to install conduits, wiring, and electrical fixtures, taking turns in different tasks such as circuit testing or troubleshooting. Outcome: The group completes the wiring project, presents it to the instructor for inspection, and demonstrates how they addressed potential challenges during installation. Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 34  TEACHING APPROACHES Sample Activities for Collaborative Approach Computer Systems Servicing (NC II) Activity: Network Setup Collaborative Strategy: Students work as a team to design and set up a Local Area Network (LAN) for a small business simulation. They must configure routers, switches, and workstations to create a functional network. Collaborative Elements: Division of Labor: Team members are assigned different tasks, such as configuring IP addresses, installing hardware, or setting up security protocols. Problem-Solving: The group collaborates to troubleshoot network connectivity issues or optimize network performance. Outcome: The group successfully sets up and tests the network, ensuring that all devices communicate efficiently and that the network is secure. Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 35  TEACHING APPROACHES 1. Constructivist Approach 2. Collaborative/ Cooperative Learning Approach 3. Integrative Approach 4. Reflective Approach 5. Inquiry-Based Approach Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 36  TEACHING APPROACHES Integrative Approach The students are given a learning environment that helps them in connecting with their learning across the syllabus. Aims to teach “organized body of knowledge” Involves blending knowledge and skills from multiple disciplines to provide a holistic learning experience. Presents a comprehensive collection of systematically arranged knowledge such as facts, concepts, and principles. The learners analyze, synthesize, and evaluate information, and at the same time develop critical thinking and the ability to process information. Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 37  TEACHING APPROACHES Characteristics of Integrative Approach 1. The knowledge are presented through lesson topics that combine facts and concepts and it is up for the students to draw their own generalizations. 2. The students will be able to formulate conclusions or solutions in answer to the topic being studied. 3. It is closely related to inductive approach Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 38  TEACHING APPROACHES Sample Activities for Integrative Approach Carpentry (NC II) Activity: Building Affordable, Sustainable Housing\ Integration of Disciplines: Carpentry Skills: Expertise in construction, woodworking, and design. Architecture and Design: Basic principles of space efficiency, sustainability, and building aesthetics. Environmental Science: Knowledge of eco-friendly building materials and energy- efficient designs. Integrative Approach: Students design and build affordable, sustainable homes, combining their carpentry skills with architectural knowledge and environmental awareness. They focus on using eco-friendly materials and energy-efficient designs to create homes that are both cost-effective and environmentally responsible. Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 39  TEACHING APPROACHES Sample Activities for Integrative Approach Welding (NC I and NC II) Activity: Constructing a Solar-Powered Welding Machine Integration of Disciplines: Welding Techniques: Practical skills in various welding methods, such as arc welding or TIG welding. Renewable Energy: Knowledge of solar power systems and energy conversion. Engineering: Basic understanding of mechanical systems and electrical engineering for power integration. Integrative Approach: Students design and build a solar-powered welding machine, integrating their welding expertise with renewable energy knowledge and engineering principles. This project emphasizes sustainability while demonstrating practical, interdisciplinary skills. Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 40  TEACHING APPROACHES 1. Constructivist Approach 2. Collaborative/ Cooperative Learning Approach 3. Integrative Approach 4. Reflective Approach 5. Inquiry-Based Approach Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 41  TEACHING APPROACHES Reflective Approach The teacher guide the students to “reflect” on their own experiences in order arrive at a new understandings and meanings. According to Dewey, it is a “behavior which involves active, persistent, and careful consideration of any belief or practices. Everyone learns from experience, either positive or negative. Through reflection, the students experience acquires meaning. It serves as the basis for new ideas and behavior. Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 42  TEACHING APPROACHES Characteristics of Reflective Approach 1. The learners engage in self-assessment, examining their thoughts, feelings, and actions during and after an experience. It promotes self-awareness, encouraging learners to understand their strengths, weaknesses, and areas for improvement. 2. Reflective learners practice critical thinking by evaluating their experiences, questioning their decisions, and considering alternative approaches. 3. Emphasizes learning from past experiences to improve future performance. Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 43  TEACHING APPROACHES Characteristics of Reflective Approach 4. It is highly individualized, as it focuses on each learner’s personal experiences, feelings, and insights. 5. It helps learners refine their professional practice, making them more effective, ethical, and competent in their field. 6. It fosters deep learning by promoting understanding, insight, and long-term retention of knowledge. 7. Reflection encourages the mindset of lifelong learning, where individuals continuously assess their skills and knowledge throughout their careers and adapt to new challenges. Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 44  TEACHING APPROACHES Sample Activities for Reflective Approach Electrical Installation and Maintenance (NC II) Activity: After finishing a project on wiring a residential building, students participate in a group discussion to reflect on their experiences. Reflection Questions: How did I communicate with my team? What technical skills did I apply effectively? What would I do differently next time? Cookery (NC II) Activity: After preparing a multi-course meal, students are encouraged to reflect on their cooking process through a video diary. Reflection Questions: What recipes worked well together? Did I manage my time effectively? How did my plating affect the overall meal presentation? Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 45  TEACHING APPROACHES Sample Activities for Reflective Approach Computer Systems Servicing (NC II) Activity: Students troubleshoot a series of computer issues and then write a reflective report on their approach. Reflection Questions: Which troubleshooting method was most effective? How did I handle frustration during difficult problems? What resources did I find helpful? Dressmaking (NC II) Activity: After completing a garment, students create a portfolio that includes sketches, fabric swatches, and a reflection on their design choices. Reflection Questions: What inspired my design? What sewing techniques did I master? How could I improve my fitting process for future projects? Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 46  TEACHING APPROACHES 1. Constructivist Approach 2. Collaborative/ Cooperative Learning Approach 3. Integrative Approach 4. Reflective Approach 5. Inquiry-Based Approach Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 47  TEACHING APPROACHES Inquiry-Based Approach Also known as problem-solving method It aims to help students to seek answers on their own questions, gather pieces of evidences and draw own conclusions and generalizations Students by inquiring about something, weighing and sorting out information and building their own meaning Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 48  TEACHING APPROACHES Characteristics of Inquiry-Based Approach 1. It offers a generous use of scientific process such as observing, comparing, measuring, predicting, inferring, communicating and drawing generalizations to enhance skills. 2. The answers and procedures to be followed are not known in advance to the students. Confronted with questions and problems, they suggest ways to finding solutions. Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 49  TEACHING APPROACHES Characteristics of Inquiry-Based Approach 3. The students are genuinely interested and highly motivated to work either independently or in small groups; spontaneous active involvement. 4. Questions as how, why, prove, justify and others persists. 5. Suspense and excitement occur in a highly eager classroom atmosphere especially if modeled by an inquisitive and curious teacher. Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 50  TEACHING APPROACHES Sample Activities for Inquiry-Based Approach Dressmaking (NC II) Activity: Investigating the Durability of Different Fabrics and Seams Inquiry-Based Strategy: Students explore how different fabrics (e.g., cotton, silk, polyester) and seams (e.g., French seam, zigzag, overlock) affect the durability of a garment. Inquiry Elements: Question: “Which fabric and seam combination produces the most durable garment?” Gathering of Evidences: Students sew sample seams using various fabrics and seam types, then test the samples for strength by applying tension. Students measure which seams held up best under stress and note any fabric tearing or seam failure. Conclusion: They draw conclusions about the best fabric and seam combinations for durability and justify their findings based on the results. Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 51  TEACHING APPROACHES Sample Activities for Inquiry-Based Approach Welding (NC II) Activity: Investigating the Strength of Different Welding Techniques Inquiry-Based Strategy: Students are asked to explore which welding technique (e.g., MIG, TIG, or stick welding) produces the strongest joints for different types of metal. Inquiry Elements: Question: “Which welding technique creates the strongest bond for steel vs. aluminum?” Gathering of evidences: They weld metal pieces using different techniques and then test the joints for strength by applying pressure until they break. They analyze which welds held up better and why, considering factors like heat penetration and filler material. Conclusion: Based on their findings, they determine the most appropriate welding technique for various metals and explain their reasoning. Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 52  TEACHING METHODS Lecture Method Discussion Method Demonstration Method Reporting Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 53  TEACHING METHODS Lecture Method Discussion Method Demonstration Method Reporting Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 54  TEACHING METHODS Lecture Method It is an excellent way of presenting background information when building a unit frame of reference or when understanding a unit. It is a form of instruction in which students receive information delivered in a verbal, organized way by teachers (Eggen and Kauchak 2001). Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 55  TEACHING METHODS Lecture Method According to Merriam-Webster Dictionary, it is a talk or speech given to a group of people to teach them about a particular subject. It is an instructional approach in which the teacher presents information and follows it up with question- and-answer sessions. Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 56  TEACHING METHODS When to Use Lecture Method The objective is to present information. The information is not available in a readily accessible source. The material must be organized in a particular way. It is necessary to arouse interest in the subject. It is necessary to introduce a topic before students read about it or provide instruction about a task. Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 57  TEACHING METHODS When to Use Lecture Method The information is original or must be integrated from the sources. It needs to be summarized or synthesized following discussions or inquiry. The teacher wants to present alternative points of view or to clarify an issue in preparation for a discussion. The teacher wants to provide supplementary explanations of materials that students may have difficulty learning on their own. Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 58  TEACHING METHODS Advantages and Disadvantages of Lecture Method Advantages Disadvantages Easy to prepare Tendency of dull moment Objectives can easily be Not student centered achieved Facts can be double checked by Lesson is properly focused students Ordering of lesson What if voice is not loud Presentation of topic is easy Time bound Facts from the teacher is reliable Little student participation Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 59  TEACHING METHODS Lecture Method Discussion Method Demonstration Method Reporting Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 60  TEACHING METHODS Discussion Method There is a face-to-face relationship between two or more persons during which there is a free exchange of ideas, opinions, or viewpoints. Characterized by student-to-student interaction and educational objectives related to complex thinking processes and attitude change. It promotes active and voluntary involvement in open discussions and helps sustain their interest throughout the lesson. Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 61  TEACHING METHODS Discussion Method Free communication of ideas between the teacher and the pupils and among the pupils as well. Popularize the view that knowledge is not transmitted by the teachers rather generated by the student through his own effort. Creates a positive interpersonal relationship between the teacher and the students out of mutual trust and respect. Students are encouraged to express their own ideas, thereby enhancing thinking skills. Students’ construct meanings from a learning activity. Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 62  TEACHING METHODS Advantages and Disadvantages of Discussion Method Advantages Disadvantages Facilitates exchange of ideas and awareness of There is a tendency for some who are better able to mutual concerns communicate, resulting in their monopolizing the Promotes development of critical thinking skills discussion. Develops leadership, teamwork, communication, and Discussions, if used continuously without any learning collaboration skills activity could be boring Promotes higher levels of thinking (application, Too much teacher talk may discourage students to synthesis, evaluation) versus simple memorization. It open up, especially those whose communication is useful for guiding learners to higher levels of abilities are limited. thinking and inquiry Cannot ensure full participation within a large group Provides both learner and teacher immediate Can be frustrating for participants when they are at feedback significantly different levels of knowledge and skill Provides valuable clues about learner motivation and Can be a challenge to ensure participation by all, how to best facilitate learning especially in larger groups Helps students identify and build on preexisting knowledge Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 63  TEACHING APPROACHES Types of Discussion Method The one-man type of discussions The panel discussion type (5-8 students) Small Group Discussion (5-8 students) The symposium The socialized classroom discussion The direct instruction or classroom technique The seminar type of discussion Round Table Conference The colloquium Debate Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 64  TEACHING METHODS Lecture Method Discussion Method Demonstration Method Reporting Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 65  TEACHING METHODS Demonstration Method Designates the teacher or a designated individual to model a behavior of presentation, analysis and synthesis. A carefully planned presentation that shows how to perform an act as a procedure. It is an effective way of helping the students understand a given content, learn how to perform a process at the same time, and illustrate how to do something in a step-by-step manner successfully. To demonstrate a series of steps, use visual charts diagrams, photographs, or the chalkboard. Be sure the materials are on hand before starting. Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 66  TEACHING METHODS Advantages and Disadvantages of Demonstration Method Advantages Disadvantages Helps people who learn well by Is of limited value for people who do modeling others. not learn best by observing others. Promotes self-confidence May not be appropriate for the Provides opportunity for targeted different learning rates of the questions and answers. participants. Allows attention to be focused on Requires that demonstrator have specific details rather than general specialized expertise if highly theories. technical tasks are involved. Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 67  TEACHING METHODS Lecture Method Discussion Method Demonstration Method Reporting Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 68  TEACHING METHODS Reporting Method It is the process of assigning a certain topic to a student who discusses it before his classmates for learning purposes. Each reporter must make a research for additional information concerning his topic. He must not limit himself to the content of the textbook. Research is an important aspect of reporting. After the research, one should draft the research topic by making an outline. Using pictures, graphic organizers, graphs, and tables are necessary in reporting. While delivering the report, it is better if the reporter will glance to the text instead of reading it all. There should be open forum after the report. Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 69  TEACHING METHODS Advantages and Disadvantages of Reporting Method Advantages Disadvantages Students are trained to make research. Assimilation of the lesson is poor Students are trained to organize their ideas in an orderly and especially if the students are not supplied systematic manner. with copies of the report. It is very unlikely Students are trained to speak before their classmates and so that they will be able to remember all the they develop their communicative ability. important points delivered to them orally Students are trained to listen and take notes systematically. during the reporting. Is very highly participative, the students will remember better The technique may be abused by a lazy the information they have gathered and have reported to their teacher. This is possible because life for classmates. the teacher becomes easy since he Teamwork and cooperation are developed among the merely sits down during the reporting. students especially in group reporting. Courtesy and recognition of one’s opinion are also developed by the students. Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 70  TEACHING STRATEGIES/TECHNIQUES Independent Study A teacher recognize the individual differences of the students Intended to provide unique learning experiences Activity is undertaken independently, and the objectives can be achieved with minimum guidance from the teacher Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 71  OTHER TEACHING STRATEGIES/TECHNIQUES Independent Study The student and the teacher must plan the procedure and provide alternatives if difficulties are encountered. The length of time could be estimated, sometimes Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 72  OTHER TEACHING STRATEGIES/TECHNIQUES Independent Study The student and the teacher must plan the procedure and provide alternatives if difficulties are encountered. The length of time could be estimated, sometimes Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 73  OTHER TEACHING STRATEGIES/TECHNIQUES Characteristics of Independent Study 1. It enables the students to undertake an in- depth investigation 2. Promotes the development of “self- teaching” skills and positive study habit 3. Individualized and personalized 4. Strong motivation serves as the driving force to continue the study to completion Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 74  OTHER TEACHING STRATEGIES/TECHNIQUES Characteristics of Independent Study 5. Students assumes enormous responsibility, conscious that the task is theirs alone. 6. The successful completion of the study will surely boost the feeling of confidence, satisfaction and pride in their achievement. 7. The teacher act as facilitator and refrain from dictating when and how to proceed with the activity. Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 75  OTHER TEACHING STRATEGIES/TECHNIQUES Sample Topics for Independent Study Growing a plant and recording its growth characteristics Planning and implementation of aquaculture Preparing and creating a working table Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 76  OTHER TEACHING STRATEGIES/TECHNIQUES Research Individual or group research Developing the ability to gather information with an end in view of finding answers to questions or problems by analyzing said information and drawing conclusions. Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 77  OTHER TEACHING STRATEGIES/TECHNIQUES Characteristics of Research 1. The students are able to gather and determine relevant and much needed data and information and organize it in art orderly manner. 2. It affords training in the rise of appropriate science processes and proficiency in its consistent employment is assured. Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 78  TEACHING STRATEGIES/TECHNIQUES Characteristics of Research 3. With this method, they are led to follow the steps of scientific method which includes formulating a hypothesis, testing it, gathering and analyzing data gathered and drawing conclusions 4. Through constant practice, the ability to formulate conclusions and generalizations based in sufficient and reliable data is enhanced. Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 79  OTHER TEACHING STRATEGIES/TECHNIQUES Characteristics of Research 5. Personalized instruction allows the choice of topics to be studied, depending on the interest and motivation. 6. The decision-making ability and sense of responsibility and f air judgment are internalized by the students 7. Developed a deep sense of appreciation and gratitude for the great achievements of research experts Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 80  OTHER TEACHING STRATEGIES/TECHNIQUES Research Individual or group research Developing the ability to gather information with an end in view of finding answers to questions or problems by analyzing said information and drawing conclusions. Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 81  03 AAPLICATION OF APPROACHES, METHODS AND TECHNIQUES IN THE CURRICULUM BTVTE  APPLICATION TO THE CURRICULUM Constructivist Approach Demonstration TESDA Course: Automotive Servicing Activity: Hands-on Engine Disassembly and Reassembly The instructor demonstrates the disassembly of an engine, explaining each part’s function. Student Activity: After the demonstration, students are given the opportunity to practice disassembling and reassembling the engine. They work in pairs to explore the parts and mechanisms, learning by doing and reflecting on the process. Outcome: Learners construct their knowledge by engaging with the physical components and drawing from prior knowledge. Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 83  APPLICATION TO THE CURRICULUM Collaborative Approach Discussion TESDA Course: Housekeeping NC II Activity: Group Discussion on Efficient Cleaning Techniques The instructor provides a case study of a hotel with tight cleaning schedules. Students are split into groups to discuss and propose strategies for cleaning a set number of rooms within a limited time frame. Student Activity: Groups collaborate to brainstorm efficient methods, then share and discuss their findings with the class. Outcome: Students enhance their problem-solving and teamwork skills, benefiting from each other’s ideas and experiences. Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 84  APPLICATION TO THE CURRICULUM Integrative Approach Lecture TESDA Course: Food and Beverage Services Activity: Lecture on Holistic Dining Experience The instructor delivers a lecture integrating topics on customer service, food safety, and dining etiquette. Student Activity: After the lecture, students are tasked with developing a mock restaurant scenario where they plan the service flow from seating guests to food presentation. They apply knowledge from all the discussed topics. Outcome: Students understand the interconnectedness of various skills needed to provide excellent food and beverage service. Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 85  APPLICATION TO THE CURRICULUM Reflective Approach Reporting TESDA Course: Computer Systems Servicing NC II Activity: Reflective Reporting on Software Installation Challenges After a session on installing operating systems and applications, students are asked to keep a log of the steps they followed, the challenges they encountered, and how they overcame them. Student Activity: Students then report individually, either through written reports or oral presentations, reflecting on their learning process and troubleshooting skills. Outcome: By reflecting on their work, students gain insight into their technical skills and problem-solving approaches, enhancing their critical thinking. Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 86  APPLICATION TO THE CURRICULUM Inquiry-Based Approach Discussion TESDA Course: Welding Technology Activity: Inquiry-Based Investigation on Welding Techniques The instructor asks an open-ended question: “Why do different materials require different welding techniques?” Student Activity: Students are assigned to research and explore welding processes like MIG, TIG, and arc welding. They conduct small experiments on various materials and discuss their findings in groups. Outcome: Students develop inquiry skills by investigating and discussing how different metals react to various welding methods, enhancing their critical understanding of material properties. Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 87  TECHNOLOGICAL UNIVERSITY OF THE PHILIPPINES TAGUIG CAMPUS A premier state university with recognized excellence in engineering & technology education at par with leading university in the ASEAN region. PED2: ANDRAGOGY OF LEARNING INCLUDING PRINCIPLES OF TRAINERS METHODOLOGY I PREPARED BY: Dr. Heherson P. Ramos, Ms. Annaline P. Tanto, LPT, & BTVTE Mr. Randolf A. Colegio, LPT