The
Anthropogogy model assumes that the distinction between children and adults is
no longer relevant in the digital age and that each student should be treated
as a 'whole' person irrespective of their age. Nir Golan offers a new
definition of Anthropogogy as: "Leading a person (regardless of age) throughout
significant learning towards behavioral change that can be implemented
immediately" (Golan, 2014). In today's reality, culture is changing
rapidly, so education has to be a lifelong process: where the teacher helps the
learner discover the unknown without repeating information about the known.
The
significant learning model provides tools for the teacher to assimilate the
Anthropogogy approach in six steps, throughout which the teacher uses dialogue
in order to guide the learner. The six steps are:
1.
Action- needs identification
and learner performance
2.
Behavior- conceptualization of the
action
3.
Norm- transformation of the behavior
to a norm
4.
Value- defining the value in the
behavior
5.
Identity redefined- redefinition of my
unique identity
6.
Teaching- Using the Anthropogogy model
to teach the other
Action- carrying out an action for the first time in
response to an internal or external need.
The teacher identifies and
reflects the need of the learner: leading him/her to do what they did not do
previously. The learner performs the action for the first time together with
coaching from a professional person. The learner then experiences the
consequences of his/her action and evaluates his/her response.
•
The result
of Step 1: Recognizing by the learner his/her need and the actual carrying out
of the action for the first time (alongside reflection).
Richard Lavoie in his book: "The Motivation Breakthrough: 6 Secrets
to Turning On the Tuned-Out Child (October 7, 2008), believes our motivation doesn’t change with age. We all
have different motivational profiles that are fairly consistent. Lavoie feels
that when an educator understands the motivational profile of a particular
student, that teacher will have a much greater likelihood of being able to
motivate that student. They will be speaking the same motivational language.
The motivational profile of an individual, per Lavoie, is based on “Secondary
Needs.” Our personalities are determined by the degree to which we are
motivated by these:
Status:
need to know how our self-conception is influenced by the opinions of other
people
•
Concerned by imperfection, failure
•
Very sensitive to criticism and being reprimanded
•
Often wants approval and encouragement
Curiosity:
need to know and to learn
•
Shows enthusiasm in several areas of interest
•
An avid reader, independent
•
Broad general knowledge
Social
able: need to associate with other people
•
Very verbal
•
Enjoys group work
•
Driven by friends
Control
others: need for control, power, influence and authority
•
Enjoys being in control
•
Involved in frequent power struggles / arguments
• Has
leadership qualities
Opinion
able: need to be contentious
•
Has strong opinions
•
Interested in and enjoys taking responsibility
•
Tends to be argumentative
Independence:
need to be independent
•
Quickly grasps new material
•
Efficient and highly productive
•
Enjoys working independently
Achievements:
need for recognition and acknowledgement
•
Goal-oriented
•
Highly competitive
•
Arrogant, pushy
Conformism:
need to belong to a group
•
Seeks out and shows strong group identity
•
Sensitive to needs of others
•
Admires role models
Education has to be a lifelong process: where
the teacher helps the learner discover the unknown without repeating
information about the known. Motivation
doesn’t change with age. We all have different motivational profiles that are
fairly consistent
A teacher
looking to motivate a student would do well to understand the currency the
student values.
Is
the student motivated by?
The
need for recognition
The
need to connect with another
The
need to deeply understand
The
need to guide/control the session
If
we work with the motivational profiles of our students, we will be more
effective with them.
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