GROUP 3

A. Elements of the
Andragogical Process
B. Structured and Real-Life
Learning Experiences
C. Summary of ACES
Teaching Approach to
Values Education
WMSU D. Approaches, Methods,
and Techniques in ESP
Asani, Birin, Fabile, Julkanain, Nonnong, Tejada, Torino, Trocio
BEED 2A

WESTERN MINDANAO STATE UNIVERSITY

 Elements of the
Andragogical Process
What is andragogy?
• Andragogy is an approach to learning that is focused on
adult learners. The term was first coined by educator
Alexander Kapp in 1833, and it has since been used to
describe a variety of educational philosophies and
methods (Loeng, 2017).
• In the 1970s, the andragogy theory was further
developed by Malcolm Knowles. He is also credited for
being the main popularizer of andragogy. He positioned
andragogy as an answer to the insufficiencies of
pedagogy. He felt that pedagogy’s idea of the purpose of
education does not carry over to adult education.
• Andragogy is typically contrasted with pedagogy,
which is the more traditional approach to teaching
children. Andragogy is built on the premise that
adults are more self-directed and motivated than
children, and that they need to be given the
opportunity to learn in ways that are relevant to their
lives.
Process Elements of the Andragogy in Practice Model

1. Preparing learners for the program.

2. Establishing a climate conducive to learning.
3. Involving learners in mutual planning.
4. Involving learners in diagnosing their learning needs.
5. Involving learners in forming their learning objectives.
6. Involving learners in designing learning plans.
7. Helping learners carry out their learning plans.
8. Involving learners in evaluating their learning outcomes.
1. Preparing learners for the program.

• This element recognizes the importance of

preparing adult learners for the learning
transaction prior to the event.
• One method to prepare learners is, to send
information about the adult learning program in
advance.
2. Establishing a climate conducive to learning.
The environment includes three elements:
a. The physical environment is the classroom itself. Some
things to consider when setting the physical climate are:
temperature, ventilation, comfortable chairs, adequate light,
etc.
b. The human environment should foster an atmosphere of
respect and trust where adults to feel accepted and
supported.
c. The organizational environment should be such that the
policies and procedures of the organization encourage
learning.
3. Involving learners in mutual planning.
• Adult learners should be involved in mutual planning of
learning experiences as it helps to increase
commitment to learning.

4. Involving learners in diagnosing their learning.

• Knowles outlined three sources of data for determining
learning needs:
a. The Individual learner's own perception of desired
behavior, performance, or competencies
 b. Organizational perceptions of desired performance
c. Social perceptions of desired performance or
competencies

5&6. Involving learners in forming their learning

objectives and design learning plans.
• The adult learners) and facilitator should both be involved
in developing learning objectives through a mutual
negotiation process.
• Adult learners can assist in designing the learning plan by
pinpointing available resources and defining learning
strategies.
7. Helping learners carry out their learning plans.
• The learning-teaching transaction is the mutual
responsibility of learners and teacher.
• The teacher's role is redefined as that of a facilitator or
guide.

8. Involving learners in evaluating their learning

outcomes.
• Adult learners should be involved in evaluation of the
learning, and Knowles suggests five types of evaluation:
(1)Reaction Evaluation, (2)Learning Evaluation, (3)Behavior
Evaluation, (4)Results Evaluation, and (5)Re-diagnosis of
learning needs.
 SUMMARY
Element Andragogical Pedagogical Approach
Approach
1. Preparing Learners • Provide information • Minimal
• Prepare for
participation
• Help develop realistic
expectations
• Begin thinking about
content

2. Climate • Relaxed, trusting • Authority-oriented

• Mutually respectful • Formal
• Informal, warm • Competitive
• Collaborative,
supportive
• Openness and
authenticity
• Humanness
3. Planning • Mechanism for mutual • By teacher
planning by learners
and facilitator
4. Diagnosis of Needs • By mutual • By teacher
assessment
5. Setting of Objectives • By mutual negotiation • By teacher

6. Designing Learning • Sequenced by • Logic of subject

Plans readiness matter
• Problem units • Content units
7. Learning Activities • Experiential • Transmittal
techniques techniques
8. Evaluation • Mutual re-diagnosis of • By teacher
needs
• Mutual measurement
of program
Kenyon and Hase (2001), citing Merriam and colleagues
(2007) and Forrest and Peterson (2006), outlined the six
main assumptions in Knowle’s andragogy learning theory.
They are:
• Self-concept. Adult learners have a self-concept.
• Learning from Experience. Experience as a rich
resource of learning.
• Readiness to Learn. Adults tend to gravitate towards
learning matters that matter to them. Their readiness to
learn things is highly correlated with their relative uses.
• Immediate Applications. The orientation of adult
learning is for immediate applications rather than future
uses. The learning orientation of adults tends to slant
towards being task-oriented, life-focused, and problem-
centric.
• Internally Motivated. Adults are more motivated by
internal personal factors rather than external coaxes and
pressures.
• Need to Know. Adult learners have the need to know
the value of what they are learning and know the why’s
behind the need to learn them.
Structured and Real Life
Learning Experiences
What is structured learning experience?

• A structured learning experience refers to a

deliberate, organized, and planned educational
activity designed to facilitate learning in a
systematic manner.
Kolb’s Experiential Learning Cycle

Concrete
Experience

Active Reflective
Experimentation Observation

Abstract
Conceptualization
1. Concrete Experience
• This stage involves actively experiencing an event or
situation. It's about encountering something directly,
whether it's a physical activity, a real-life situation, or a
new encounter.

2. Reflective Observation
• After the concrete experience, individuals reflect on
what happened and how they felt about it. This stage
involves taking a step back to analyze and interpret the
experience. It's about considering the different
perspectives, emotions, and outcomes of the
experience.
3. Abstract Conceptualization
• In this stage, individuals make sense of their reflections
by forming abstract concepts or theories. They try to
understand the underlying principles, theories, or
frameworks that explain the experience. It involves
drawing connections between the experience and
existing knowledge or theories.

4. Active Experimentation
• This stage involves testing hypotheses, trying out new
strategies, and actively engaging with the world based
on their reflections and conceptualizations.
 Summary of Affective-
Cognitive Experience for
Self-direction (ACES)
Approach
What is ACES teaching approach?

• The ACES teaching approach is based on the

interaction of cognitive and affective elements in
learners. It is based on the values caught rather than
taught. The ACES approach is based on the concept
that the teacher is the facilitator of values learning
(Lovat, 2006).

• This approach has a very high probability of "winning

the hearts and minds” of the learners of values.
• The ACES teaching approach puts a heavy
premium on the affective development of the
students not because the affective scope precedes
the other dimensions, but because the former
serves as the most vital force in the integration of
the student's personality for a fuller and viable way
of life.
The ACES teaching approach is based on the
confluent theory of education.

• This approach therefore makes the learners

become:

a. more aware of themselves, their assets and

liabilities
b. learn to maintain and reinforce their strengths

• Just like acronym ACES suggest, it carries with it a

very high probability of winning the hearts and minds
of the learner of values.
.
Approaches, Methods,
and Techniques in ESP
1. Values Inculcation
• This approach in teaching is explaining and modeling
the positive and negative reinforcement.

2. Moral Development Approach

• Used primarily to stimulate students to advance their
powers of moral reasonings through a series of
increasingly advance and complex stages.

3. Analysis Approach
• Rests on helping students develop their logical thinking
and using scientific inquiry procedures in solving value
issues.
4. Value Clarification Approach
• This approach helps students to clarify and actualize
their personal values
5. Action Learning Approach
• Develops students abilities to act directly in personal
and social situations that they might try out their
personal values.

6. Emotional Rational Approach

• Attempts to help students to understand and adopt a
lifestyle based on care and consideration for others as
well as self
 Thank you
for listening!
WMSU

WESTERN MINDANAO STATE UNIVERSITY