Andragogy by Tianna Tucker

 Name: Tianna Tucker

Assignment: Andragogy

Project Name: Introduction to Baking

Goal: Adult learners will demonstrate proficiency in a variety of baking techniques and recipes, showcasing their ability to create delicious and visually appealing baked goods.

 

Objective(s):

• Participants will build confidence in their baking abilities by completing at least three challenging recipes that include advanced techniques.
• Tailor the training content based on participants' skill levels, progressively introducing advanced techniques to experienced bakers and fundamental skills to beginners.
• Tailor the training content based on participants' skill levels, progressively introducing advanced techniques to experienced bakers and fundamental skills to beginners.
• Emphasize the joy and satisfaction derived from successful baking, fostering a positive attitude towards the learning process.
• Inspire participants by showcasing the artistry and creativity involved in baking, sharing success stories of renowned bakers, and highlighting the joy of sharing baked goods with others.
• Clearly define learning objectives for each session, providing step-by-step demonstrations and allowing participants to actively participate in the baking process.

 

Rationale(s): Andragogy serves as the guiding framework for this instructional approach.

• Fostering a sense of accomplishment and mastery enhances participants' self-concept, motivating them to explore more complex baking tasks.
  • Self-concept: emphasizing that adults are motivated to learn when they feel a sense of achievement and mastery.
  • Recognizing and celebrating accomplishments helps build participants' self-esteem and motivation.
• Learning through experience reinforces theoretical concepts and helps participants develop the skills necessary for independent baking.
  • Experiential learning: adults tend to learn effectively when they can relate new information to their existing experiences.
  • Learning through hands-on experience reinforces theoretical concepts and allows participants to apply knowledge directly in the context of baking.
• Adapting content to participants' readiness to learn ensures optimal learning experiences, preventing boredom or frustration.
  • Readiness to learn: adults are ready to learn things they feel they need to know.
  • By adjusting the content to meet the participants' readiness levels, the instruction becomes more tailored and relevant, which prevents boredom or frustration.
• A positive orientation to learning enhances motivation and encourages participants to approach challenges with enthusiasm.
  • Positive orientation to learning: adults are motivated when they perceive learning as relevant to their needs and when they have a positive attitude toward the learning experience.
  • Creating a positive learning environment encourages enthusiasm and engagement.
• Motivated learners are more likely to invest effort in acquiring new skills and exploring innovative baking techniques, aligning with the principles of andragogy.
  • Motivation: adults are self-directed and motivated to learn when they see the relevance of the content.
  • Exploring innovative baking techniques appeals to their intrinsic motivation and aligns with the idea that adults prefer to learn things they feel apply to their lives.
• Setting clear objectives and involving participants in the learning process ensures focused and effective skill acquisition, adhering to the principles of andragogy.
  • Adults prefer to be involved in the planning and evaluation of their instruction.
  • Setting clear objectives and involving participants in the learning

Design:

Class Design(s):

Class #1-

Class #2-

Class #3-

This 

Andragogy project by Mick White

 Andragogy project

INSTRUCTIONS OF THE ASSIGNMENT

 (1) Goals/objectives: 

Goals of the project. Assisting people with their learning needs and meeting them at their level to develop each person as an individual to get them all to a higher functioning capacity while increasing confidence in their capabilities and refining their interpersonal and professional skill sets. Instructing, while mentoring, while coaching a professional into their highest functioning form in the profession they chose. 

(2) Rationales: 

• What are the main theoretical ideas: Andragogy/

• .

• My application to this is that a student only knows what they don't understand/know. Testing is a marginal platform to find the students actual understanding and capacity. I intend to use the  6 principles of andragogyLinks to an external site.to aid each student where they are and help them rise to the level they desire. I will apply these through face to face instruction sessions about Lean and Professional Development within the Department of Veterans Affairs to help as an Instructor and Mentor to these student/employees.

• I intend to frame the learning session with several Ice Breakers to dive into the student's individual needs according to the 6 principles of andragogy.

• Day 1, first Ice Breaker, I will ask the student/employee what their motivation to learn is and how this chose skill will fill their need to know the skill.

• Day 2, first Ice Breaker, I will ask the student/employee what their self-concept of learning is and how they experience learning. I would ask for examples from their life as a child and present.

• Day 3, first Ice Breaker, I will ask the student/employee what their level of readiness is for learning and their orientation to learning with examples from my past so that they can understand these concepts and ask for an example from them. (

(3) Design: 

• Since this is designed on a 3 day event, I would have to involve these concepts prior to delivery of each session to ensure their understanding and increase their awareness for the 13-15 modules of the 3 day sessions depending on their current training level. 

• I employ experiential guided sessions with the students/employees so that all of the methodology applications become actual instead of examples in figurative. 

• As we dive deeper into the format for their 3 day training, the students will be able to become more aware of their own styles and we can revisit that at the end of each day to assist in their total understanding of the concepts presented. I like a no person left behind kind of learning environment and let other students share examples if my examples don't ring a bell. 

• The multimedia segments would be for things like how to get involved in this segment of professional development and why. There is the marketing, the application and the training segments, along with the 3 steps to certification. Training, Testing and the Project completion with entry into the Project Sharing software so it can be visible nationally 

• 

Andragogy by Molly Burns and Abigail Saunders

 Andragogy by Molly Burns and Abigail Saunders 

MBurns ASaunders Week 2 Project EDAC 634

Names: Molly Burns and Abigail Saunders

Molly’s Roles: Title, goal, learning objectives, design 

Abigail’s Roles: Title, goal, rationales, design

Project Title: Understanding the Importance of Eating Breakfast through Andragogy 

Goal: The goal of this project is to emphasize the importance of eating breakfast for the overall health and well-being of adults.

Learning Objectives: This course includes 5 modules. Three of the five modules are designated for the learning objectives. The first learning objective is understanding the benefits of breakfast. The second learning objective is making informed breakfast choices. The third learning objective is to develop strategies to implement breakfast and setting breakfast goals.

Rationales: 

·       Main Ideas

o   Experience: Adults have vast life experience that serve as a source of learning. This experience allows adults to understand concepts that children cannot. Participants will reflect on their own experiences with breakfast. 

o   Need to know: In order to want to undergo the learning process, adults need to understand the importance of the topic they are learning. Adults will not invest time and resources into learning about a topic that they do not believe will benefit their lives. Participants will learn about why breakfast is important.

o   Orientation to learning: Adults are task-oriented learners with learning applications needing to be immediate and problem-centered. Participants will be involved in actually making a breakfast meal.

o   Self-concept: Adults view themselves as being responsible for their lives. Adults prefer autonomy and taking ownership of their learning by participating in planning, goal setting, activities, etc. Participants will set their own attainable goals for eating breakfast.

o   Andragogy - We are using the principles of experience, need to know, task oriented learning, and self-concept to frame our project. 

o   How the Main Ideas will be used

·       Experience: We are going to have participants share their experience with breakfast at the beginning of the lesson. We will ask who eats breakfast each morning and have them share their favorite go-to breakfast and why they choose to eat breakfast each morning. We will ask those who don’t eat breakfast to share why they choose not to eat breakfast or why they are unable to eat breakfast. This will give the adults the opportunity to share their experiences on the topic with the group and give a basis for the lesson. 

·       Need to know: The importance and health benefits of eating breakfast will be shared at the beginning of the lesson. This is a strategic move to demonstrate to the adult learners the value participating in this lesson will have for them personally. By sharing how breakfast can improve focus and work performance, they will be more likely to want to engage in the presentation. 

·       Orientation to learning: A food-demo and following a recipe will be incorporated into this project in order to show immediate application of the information learned. It is expected that barriers to eating breakfast will include not knowing what to make/how to cook and also not having enough time. To address this, we will have participants complete a food-demo that will show them a quick, easy, and healthy breakfast option that they can adjust to their liking. 

·       Self-concept: We will have participants use the information learned in the project to create their own goals for eating breakfast. Rather than giving participants the goal of eating breakfast 5 times a week, for example, participants can set their own goal that is attainable for them specifically as they are responsible for their own lives/actions. 

 

Design: 

Modules	Content	Activity	Rationale
Module 1  Introduction	Introduce the educators and their credentials to build credibility.  Participants will reflect on their own experiences and knowledge around eating breakfast.	Short group discussion: ask how many people eat breakfast each morning ·       For those that said they do, ask what their favorite/go to breakfast is ·       For those that said no ask what is holding them back from eating breakfast	Experience  It is important to understand the adults’ experience with breakfast and reasons for not eating breakfast each day.   By individually establishing what the learner knows and does when it comes to breakfast, can help the learners identify what they feel they need the most from this course.
Module 2  Understanding the Benefits of Breakfast	Participants will gain a better understanding of the benefits of breakfast. Participants will learn that eating breakfast can enhance their lives/well being ·       Increased energy and focus for work/kids	After discussing the many of the benefits of breakfast, the participants will write down on a piece of paper, three benefits of breakfast that stood out to them the most. This paper can be taken home and put on the fridge as a gentle reminder of why eating breakfast is important to them.	Need to know By learning and understanding the many benefits of eating breakfast, the participants can determine if they want to make eating breakfast a part of their daily routine.
Module 3 Making Informed Choices	Participants will learn about healthy food choices for breakfast. Participants will be able to write down breakfast meals that they would enjoy that are also nutritious and easy to make.	Food Demonstration: The participants will watch and learn how the instructors make a nutritious and easy breakfast from following arecipe.  The participants will discuss other breakfast ideas that are healthy and quick to make.	Task oriented learning  Following a quick and easy recipe and watching a food demonstration can solve common barriers to eating breakfast. For example, not knowing what to make, how to cook and not having time are common barriers to not eating breakfast. After applying what they have learned to a task, the participants will be more ready to establish their own breakfast goals.
Module 4 Strategies to Implementing Breakfast and Goal Setting	Participants will develop individual strategies to help implement breakfast into their daily routine. Participants will set attainable goals for eating breakfast.	Develop strategies: ·       Meal prep ·       On the go breakfast items Set goal of eating breakfast X amount of times per week based on their own situation: ·       Think about what steps they will take to achieve this goal ·       If comfortable, participants can discuss and share their goals.	Self concept Adults are self directed learners and are responsible for setting goals for their own life.
Module 5 Conclusion	Participants will summarize the information they learned in the modules of this course.  Participants will identify their ability and comfort level with the information shared about eating breakfast.	Survey: Participants will complete a survey that reflects on what they learned throughout the modules. The survey will address what they already knew, what they learned, and what stuck out to them the most from all the information learned.	Self-reflection is important for participants to engage in after learning about a topic. Self-reflection can allow the participants to take what they have learned and decide how to apply it to their everyday life.

 

Brochure - given as a take home resource

https://www.hopkinsmedicine.org/-/media/johns-hopkins-childrens-center/documents/_documents/eating-right-wake-up-benefits-breakfast2.pdfLinks to an external site. 

 

References:

Chris.drew.98031506. (2023, October 12). The six principles of Andragogy (Malcolm Knowles). Helpful Professor. https://helpfulprofessor.com/principles-of-andragogy/Links to an external site.  

A simple, easy to understand guide to andragogy. Cornerstone University. (2021, December 15). https://www.cornerstone.edu/blog-post/a-simple-easy-to-understand-guide-to-andragogy/Links to an external site.  

(Brochure) International Food Information Council Foundation. (2012). Wake Up to the Benefits of Breakfast. Washington, DC; 2 Texas Department of State Health Services. 

 

 

Andragogy by Amanda Huynh

 Assignment 2: Andragogy

Project Name: Meal Prep 101

 

Goal: Learn how to effectively prepare meals in advance to enjoy healthier, cost-efficient meals throughout the week.

Objectives:

1. Find out the meal prep planning methods and meals that work for you
2. Surround yourself with a community of meal planners
3. Understand your own goals and motivations behind meal planning

Rationales:             

Andragogy, or the method and practice of teaching adult learners, will be applied to the design of the training activities. Listed below are the assumptions of andragogy that I will be incorporating:

• Self-concept of the learner: Adult learners are responsible for their own learning and will take ownership/self-direct their learning experience.
• Readiness to learn: Composed of direction and support, adult learners need their learning to be timely and relevant.
• Motivation to learn: In adults, the intrinsic motivation to learn, for example, self-satisfaction, enjoyment, and having control and value in what is being learned.

Design:

• Self-concept: Set a budget and work with what you have in your home. Take note of meals that you already enjoy eating to have some “staple meals.” Additionally, do your research (Pinterest, Facebook, Google, etc.) to find meals that you think would like and take down the ingredients for the next time you go to the store. Set a day that you go to the store, and another day to prepare the meals (they can be the same day if you prefer).

• Readiness to learn: Find a form of accountability for direction and support. This can be a partner or roommate that helps with meal prepping, or a Facebook group that also meal preps. With this, you as well as your accountability partner, can ensure that you are taking steps in the right direction and feel supported in meal prepping.

• Motivation to learn: Ask yourself the following questions:
  • Why am I interested in meal prepping?
    • Trying to eat healthier, lose weight, save money, etc.
  • What will I gain out of meal prepping?
    • Saving time during the week to spend with loved ones, less stress throughout the week, easy grab-and-go meals, etc.
  • Do I enjoy meal prepping?

 

ReferenceLinks to an external site.

Andragogy Meal Plan By Amanda Huynh

Assignment 2: Andragogy

Project Name: Meal Prep 101

 

Goal: Learn how to effectively prepare meals in advance to enjoy healthier, cost-efficient meals throughout the week.

Objectives:

1. Find out the meal prep planning methods and meals that work for you
2. Surround yourself with a community of meal planners
3. Understand your own goals and motivations behind meal planning

Rationales:             

Andragogy, or the method and practice of teaching adult learners, will be applied to the design of the training activities. Listed below are the assumptions of andragogy that I will be incorporating:

• Self-concept of the learner: Adult learners are responsible for their own learning and will take ownership/self-direct their learning experience.
• Readiness to learn: Composed of direction and support, adult learners need their learning to be timely and relevant.
• Motivation to learn: In adults, the intrinsic motivation to learn, for example, self-satisfaction, enjoyment, and having control and value in what is being learned.

Design:

• Self-concept: Set a budget and work with what you have in your home. Take note of meals that you already enjoy eating to have some “staple meals.” Additionally, do your research (Pinterest, Facebook, Google, etc.) to find meals that you think would like and take down the ingredients for the next time you go to the store. Set a day that you go to the store, and another day to prepare the meals (they can be the same day if you prefer). 
• Readiness to learn: Find a form of accountability for direction and support. This can be a partner or roommate that helps with meal prepping, or a Facebook group that also meal preps. With this, you as well as your accountability partner, can ensure that you are taking steps in the right direction and feel supported in meal prepping.
• Motivation to learn: Ask yourself the following questions:
  • Why am I interested in meal prepping?
    • Trying to eat healthier, lose weight, save money, etc.
  • What will I gain out of meal prepping?
    • Saving time during the week to spend with loved ones, less stress throughout the week, easy grab-and-go meals, etc.
  • Do I enjoy meal prepping?

Reference:

https://www.youtube.com/watch?v=vLoPiHUZbEw