TPACK Lesson #1: Andragogy
- The main Content (C) of this lesson is andragogy and the 5 assumptions of the adult. learner.
- The main Pedagogy (P) of this lesson is the understanding and application of the principles for lesson planning, implementation, and assessment of adult learners in a College and Career Readiness (CCR) program (formerly known as GED).
- The main Technology (T) of this lesson is Twitter, YouTube, Sound Cloud (podcast) and Google+.Pedagogical Content Knowledge (PCK)
Pedagogical Content Knowledge (PCK)
An Anticipatory Set of Questions (ASQ) is used to assess the learner’s beliefs/assumptions about the learning needs/styles of adult learners. Two modalities of learning, visual and auditory represent the content material. The presentation of Knowles assumptions of adult learners, along with the principles of andragogy clarifies misconceptions (visual). Consideration of possible bias is addressed through a podcast of the learning styles of adults vs children (auditory/participant response). An asynchronous discussion board links curriculum and post-assessment through a series of clarifying questions. This pedagogy is applicable to the content as it activates prior knowledge, presents seminal work in the field of adult learning, identifies implications for adult learning in a classroom setting, engages listeners by welcoming comments to Sound Cloud and through a discussion board.
Technological Content Knowledge (TCK)
Describe: The technology selected for this lesson, Sound Cloud, YouTube, and Google+ is suitable for adult learners. YouTube is a natural tool for learning for many adults. Students who watch videos can make stronger connections between content and outcome through visual models. Sound Cloud engages current educators to share opposing voices when describing the difference between the instruction of adult and child learners when considering Knowles Assumptions. Podcasts are accessed easily through mobile devices. Students engage in the conversation when posting written comments. Google+ is a ubiquitous platform. The student learner is able to share learning, reflection and engage in discussion with other learners in an asynchronous environment. Google+ communities can be closed groups of individuals in similar training and learning situations thus allowing the discussion to continue after the formal program concludes.
Technological Pedagogical Knowledge (TPK)
Describe: The particular technology selected for this lesson has the potential to change the teaching practices of CCR educators and learners. Educators should continually improve their practice. Learning from and communicating with others through technology stimulates interest and reflection. When participating in a learning culture, digital curiosity motivates adult learners to share best practices, to examine dispositions and/or biases as well as to empower learners through equitable access.
Technological Pedagogical Content Knowledge (TPACK)
Describe: The knowledge gained from the sources described in this lesson are easily accessed, copyright free and equitable for all learners. Ethical practices when using digital tools is modeled for adult learners. The benefit of using multiple mediums allow for equity in learning styles, experiences, and orientation to learn. This lesson models for CCR colleagues digital tools and resources that may be new or unfamiliar for use in GED (former moniker) instruction. The ideal fit for this lesson is one that employs reading, listening, viewing, short response and active discussion. Self-direction is necessary to engage independence in time and setting of learning. This event involves adult learners in the active as opposed to passive learning, such as through a lecture. Learners shared previous experiences through the anticipatory set of questions, they are given time to reflect on the relevance of what is discussed in the podcast. An asynchronous discussion encourages adults to determine how the learning will impact their practice. This lesson is problem-centered. It asks the learner to distinguish between assumptions and reality, to process what makes adult learning unique and asks them to consider how this new knowledge will inform their practice. The best practices for adult learning model Knowles 5 Assumptions of Adult Learning and the Principles of Andragogy.
Support: ISTE Standards Framework: Knowles: 5 Assumptions of Adult Learners, 4 Principles of Andragogy