PEDAGOGY:
The Missing Link? Aspects of pedagogy
Pedagogy = teaching for learning
-
Teaching = scaffolding learning
activities + mediation of learning experiences
-
Learning = (activities ->)
experiences + programmed knowledge + questioning insight
These come together in the pedagogy as process model according to
the various contributions of the teacher and the learner to each
'step' in the process. It is too simplistic to treat the model as if
the teacher did some steps and the learner did others. Indeed to a
greater or lesser extent both teacher and learner contribute to each
task. These contributions may or may not be conscious, agreed and/or
intended
Some of the outcomes of mediating the
learning experience are that
-
the learner can make a greater
contribution to each step in the process
-
the learner has greater awareness
of each step...
And where does technology fit in?
-
Technology is used in activities:
in doing things
-
Activities use resources such as
tools (embedded technology), information, materials....
-
Activities contribute to the
completion of tasks
-
Tasks are undertaken in order to
achieve a result or outcome
-
Pedagogy is intended to provide
knowledge, experiences and insights that result in learning,
that is,
Summary:
Technology -> activities -> tasks -> (products + experiences ->
learning) -> outcomes
Pedagogy as process
Processes are made up of various related tasks and
activities. A
basic
set of
'generic pedagogical tasks' has been assumed at this
stage of the project. Not all the following steps are necessarily
explicit in all teaching and learning.
1.
Establish rapport as the basis of working relationships
-
establish trust, develop shared
overall purposes and distribution of responsibilities as a basis
for ongoing negotiation of
-
control
-
affection
-
and inclusion
2.
Choose a learning focus
-
achieve an agreed specific
purpose for the efforts to follow
-
address several dimensions of learning:
hopes, needs,
interests, benefits
3.
Check on prior learning:
-
check on hopes, needs, knowledge
and experience
-
establish a sound basis and
starting point for new learning
-
establish the zone of proximal
development (ZPD)
...more
-
make existing knowledge and
skills more readily available
-
experience provides a basis for
future learning and for independent checking thinking against
reality
-
saves on rework
4.
Design learning task and make provision
-
make purposes (hopes and
expectations) and policies explicit
-
specify activities and schedules
...
-
include means of knowing about
progress and achievement
-
organise and assign requirements
(resources, permissions & responsibilities...)
5. Undertake Learning Task (Do
it !!)
-
teacher and/or student provide
scaffolding for the learning activity
-
learners act and acquire, process
and (re)present information
-
monitor progress with the
task and activities
-
teachers mediate students'
undertaking the learning task
6. Check on learning: Assessment and evaluation
-
reflect on activities, processes,
products, experience and learning:
-
knowledge & skills acquired
-
effectiveness of learning
processes used
-
self as learner (insights)
7.
Explore transference of learning
The above leads attention to teacher and
student actions and thus to
action learning,
teacher skills and
scaffolding and
mediation.
Source:
Children, on-line
learning and authentic teaching skills in primary education
Resources Links:
Some Tips for teachers.
Basic principles used with students of any age
Implementing Delivery Methods
by Using Pedagogical Design Patterns
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Disclaimer:
Uintah Basin-Teaching
American History-Educational Material/Non Commercial
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Uintah Basin-Teaching
American History-Educational Material/Non Commercial
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