In this workshop, we will build a framework that describes different approaches to learning that span child-learners through to adult-learners by way of three “gogies”. These three “gogies” are pictured in the bare-bones framework below, which we will supplement with more detail during the workshop.

These three “gogies” often shape (implicitly or explicitly) a wide variety of teaching and learning approaches and how one might implement “signature” pedagogies in their teaching. By “signature pedagogies”, we mean styles of teaching such as Experiential Learning, Problem-Based Learning, Trauma-Informed Teaching, and others.

As you develop as educators, this framework should help you to:

1. Position and understand your own teaching and learning approaches within a broader continuum of learner development, and
2. Form a good foundation or basis on which to expand your understanding of learning theories and “signature pedagogies”.

Note: Pedagogy is likely the most familiar ‘gogy’ term to you. In day-to-day practice, people typically use ‘pedagogy’ as a blanket term to describe any teaching approach, including approaches that fall under the other two “gogies” noted above. For example, you and a colleague may be speaking in depth about an activity your peer has designed for their class. In the discussion, your peer describes the “pedagogical choices” they made when designing the activity, but the activity may be more andragogical than pedagogical. It’s somewhat like calling the measurement of body weight “weight”, when the measurement is actually “mass”. Using “weight” in that way is technically incorrect but conversationally accepted. It is the same with the blanket use of “pedagogy”.

What this means is that you may be familiar with andragogical and heutagogical techniques without even knowing it, because “pedagogy” is almost always the word used in conversations about teaching and learning. Keep this in mind as we explore each of the three “gogies” and see if anything presented seems familiar to you!