Traditionally the term pedagogy has been used to describe teaching in the K-12 system and andragogy has been used for teaching adults.  More typically now you will see the term pedagogy applied to formal learning across all ages.

Andragogy is an adult learning theory from Malcolm Knowles that says adults:  

1. are self-directed 

2. have life experiences which are a rich resource for learning  

3. are ready to learn 

4. are problem- centered 

5. are internally motivated  

6. want to know why they need to learn something 

The purpose of andragogy is to help develop independent or self-directed learners to develop competencies rather than simply adsorb content.

Heutagogy is placing the learner at the centre of the learning process as an equal in developing their own learning and is an extension of andragogy. The heutagogical experience contains four components: 

1. Providing content-specific material and curriculum, learning outcomes, as well as suggestions for assignments and assessments.  

2. Encouraging learners to engage in their interests as much as possible by engaging in activities that promote research topics of interest to the learner. Experiential learning can be used to inspire embedded learning and arouse feelings.  

3. Collaborating with learners when designing individual formative assessments. The assessment should be associated with learning activities and should feel like an experience. 

4. Making use of self-reflection to encourage lifelong learning. 

There is value in heutagogy as this process will empower the learner to become the designer of their learning journey. When mentoring in heutagogy, an educator can support and guide individuals with learning and personal development. In a mentoring context, there is a heavy emphasis on the development of solid relationships and reciprocity. This student-focused teaching and learning in heutagogy encompasses three phases:  

1. Joining, where the teacher engages in dialogue to establish relationships. 

2. Building, planning and collaboration to develop solutions. 

3. Extending, where new skills and knowledge are adapted and applied.

What is it? 

Active Learning is a student-centred approach that focuses on what students learn and how they learn. This method emphasizes engaged activities to foster deep learning and understanding of instructional concepts. 

Active learning encourages learners to be accountable and become more involved in the learning process than in a traditional classroom with a teacher-centred approach. For effective active learning to emerge, learning must occur in a real-world context in which learners can discover by experimenting, asking questions, and reflecting on results. 

Why is it important? 

Active learning can lead to increased participation and meaning. Through the use of inquiry-based activities and open-ended questions, learners are challenged to develop their understanding of the material, which serves as a means of motivation. In addition, active learning may help support the development of independent learners capable of taking greater responsibility for their learning.  

How can you use it? 

Be sure to select activities that reflect learning goals and key concepts. 

Examples of active learning activities:

• Group discussions 
• Group discovery 
• Group brainstorming 
• One minute reflections 
• Peer review 
• Peer instruction 
• Role plays 
• Problem or case based learning 
• Game based learning 
• In class demonstrations 
• Think-pair-share 
• Reflection 
• Questioning 

Experiential learning is learning by and from doing or experiencing.  Some examples of experimental learning methods include: labs, practicum placements, research projects, simulations, and internships.  

The Kolb Experiential Learning Cycle is a four-stage cycle including:  

• Doing or having an experience (Concrete Experience) 
• Reflecting or reviewing the experience (Reflective Observation) 
• Learning from the experience (Abstract Conceptualization) 
• Trying what was learned (Active Experimentation) 
• And then repeating the cycle. 

In self-directed learning, the learner has control over the learning process. 

Malcolm Knowles developed a process for adult educators to facilitate SDL. In Knowles’ SDL process, the facilitator helps: 

• create a learning atmosphere that promotes respect and support 
• diagnose learning needs 
• set the learning goals 
• identify the resources needed to learn 
• choose and implement learning strategies 
• evaluate learning outcomes 

Here is a helpful link to the Self-Directed Learning Readiness Scale developed by Lucy Guglielmino. https://www.lpasdlrs.com/ 

Transformative learning may lead to a shift in consciousness, which can help learners see themselves or the world differently. Reflections, discussions, story telling, art, music, drama, and dialogue may nurture transformative learning.  

Jack Mezirow developed a 10 step process for TL: 

1. A disorienting dilemma  

2. A self-examination 

3. A critical assessment of assumptions  

4. Recognition in the process of transformation 

5. Exploration of options 

6. Planning a course of action  

7. Acquisition of knowledge 

8. Provision trying of new roles  

9. Building of confidence in new roles 

10. Reintegration 

Transformative learning commonly occurs when learners are experiencing a major life change (disorienting dilemma), such as a new job, that changes the way they see themselves.   

What is it? 

The aim of authentic assessment is to produce learning experiences that are relevant with valuable evaluative feedback throughout the learning process.  It asks students to “do” the subject – in a way that is relevant to how it would be applied by professionals in the field. It should measure an assortment of abilities, attitudes, and ideas.   

Authentic assessment uses a variety of methods and is: 

• Ongoing 
• Valid and reliable 
• Comprehensive 
• Communicated 

Why is it important? 

It helps learners to develop and grow through ongoing feedback.  Practical application requires judgement, innovation, and transfer of learning.  Since authentic assessment is ongoing and assessment is conducted using various methods, exam anxiety associated with a final test may be eliminated. 

How can you use it? 

Think of how the knowledge and skills would be applied in the “real world” and design both their learning and their assessment activities around that.  Allow opportunities for learners to assess their learning and performance through journals, self-reports, and self-evaluation. Make sure your assessment criteria is clearly communicated to students (i.e. give them rubrics in advance) and that your feedback is understood.   

Examples 

• Observation 
• Self-reports 
• Peer-reports 
• Testing 
• Journals 
• Performance Tasks 
• Writing 
• Projects 
• Presentations 
• Demonstrations 
• Portfolios 
• Rubrics 

What is it? 

Feedback is information relating to a learner’s performance or demonstration of learning. Feedback should be ongoing and developmental. 

Why is it important? 

Feedback can improve performance, support future development, and explain a grade. It also provides an opportunity for reflection on performance 

How can you use it? 

Feedback must be respectful, transparent, and honest, and should not be confused with criticism. Instructors should create opportunities for engagement with learners to be sure learners know what to do with the feedback. Learners should use feedback to construct meaning, and feedback should guide future improvement. 

Feedback should be:  

• Specific to allow learners to reflect. Avoid providing general feedback. 
• Descriptive to describe behaviour and impact. 
• Behavioural to describe what the learner did. 
• Balanced to provide suggestions of what went well and what needs improvement. 
• Manageable so as not to overload the learner. 
• Practical leading to positive change. 
• Solicited by providing an opportunity for a learner to answer a question. 
• Timely provide feedback as soon as possible.  
• Checked for understanding to ensure that the learner understands. 

Examples 

• Informal Feedback 
• Formal Feedback 
• Formative Feedback – developmental, not for grades, to help performance 
• Summative Feedback – at the completion of an assignment and/or course, often a grade 
• Student Peer Feedback 
• Student Self Feedback 

What are they? 

A learning outcome helps frame and clarify what a learner is expected to know and do after instruction. Learning outcomes use action verbs to express important information to the learner and are both measurable and observable. Learning outcomes must be achievable based on a learner’s knowledge and experience. 

Why are they important?  

Learning outcomes identify importance and provide learners with clear information for guiding their learning. They also offer a structure for deciding learning material, activities, and assessments. Learning outcomes can help achieve more student-centred learning and ensure relevance, quality, accountability, and transparency.

How to use them? 

 Learning outcomes should be written in partnership with assessment criteria.  This will guide the preparation of classroom activities, instructional methods, and learning resources. Learning outcomes should consider: 

Audience– Identify the learner 

Behaviour– Determine what the learner is expected to do after instruction 

Conditions– Utilizing what conditions for learner assessment? 

Degree– To what scale is expected? (Optional) 

Examples: 

• At the end of the lesson, you will consider your own personal learning expectations for this course. 
• By the end of this unit, you be able to give examples of Learner Centered Teaching. 
• At the end of this class, by participating in learning activities and discussion, you will be able to explain how you take control of your own learning.