Professional Documents
Culture Documents
Definitions of Pedagogy
Pedagogue = a teacher, educator, a strict one
Old French; Latin: paedaggus, slave who
supervised children and took them to and from
school, from Greek paidaggos : paido-, boy; +
aggos, leader or guide.
Pedagogy is the art and science of helping
children learn
Androgogy = the art and science of helping
adults learn
pedagogy
pedagogy
5 core principles:
1. Commitment to students and learning
2. Teachers know their subjects
3. Teachers know how to teach those
subjects
4. Teachers are responsible to managing
and monitoring student learning
5. Teachers think systematicaly about
their practices and learn from
experiences
pedagogy
Quality pedagogy:
a. Democratic classroom
b. Assurance of quality learning opportunities
c. Utilization of strong model of information
processing
d. Assurance of content standards being met
e. Students at the centre of their own
learning
pedagogy
Pedagogy
the art and science of helping
children learn.
VS
Andragogy
the art and science of helping adults learn
Pedagogy-andragogy
Concept of Learner
Pedagogy
Dependent.
Teacher expected to
determine what is
learned, when, and if it
has been
Andragogy
Moves from dependency
to increasing selfdirectedness. Teachers
encourage and nurture
movement
Pedagogy-andragogy
Learners Experience
Pedagogy
Of little value, learners
will gain the most from
teachers lecture, text
related mediums.
(Deductive)
Andragogy
People attach more
meaning to learning
gained from experience.
Labs problem solving,
discussions. (Inductive)
Pedagogy-andragogy
Readiness to Learn
Pedagogy
With pressure, people
are ready to learn what
society says they ought
to, step-by-step style
Andragogy
Experience a need to
learn.
Educator provides tools,
should be organizrd
around life-application.
Pedagogy-andragogy
Orientation to Learning
Pedagogy
Process for acquiring
subject matter, content
to be used later.
Basic subjects.
Andragogy
Need to be able to apply
whatever knowledge
and skill they gain soon.
Performance-centered
Pedagogy-andragogy
Dimensions Of Matirotu
1)Dependence
Autonomy
2) Passivity
Activity
3) Subjectivity
Objectivity
4) Ignorance
Enlightenment
5) Small Abilities
Large Abilities
6) Few
Responsibilities
Many
Responsibilities
7) Narrow Interests
Broad Interest
8) Selfishness
Altruism
Pedagogy-andragogy
Dimensions Of Maturity
9) Self-rejection
Self- acceptance
10) Amorphous
Self-identity
Integrated selfidentity
11) Focus on
Particulars
12) Superficial
Concerns
13) Imitation
14) Need for
Certainty
c
c
Focus on Principles
Deep Concerns
Originality
Tolerance of
ambiguity
Definitions of teaching
Creation of environment for the best learning to
take place
Helping students acquire information, ideas,
skills, values, ways of thinking, and means of
expressing themselves (Joyce, Weil, & Calhaun, 2011).
Long-term outcome: students increased capabilities to learn
more easily and effectively in the future
Thus, a major role in teaching is to create powerful learners
teaching
teaching
Reflective Teaching
Traditional teacher-training programs have been directive
in nature
Teacher educators have to prepare prospective teachers to
be self-monitoring individuals
Effective teachers must inquire into students experiences,
understand their learners, and have the capacity to analyze
what occurs in classrooms and in the lives of their students
Self-monitoring: self-analysis of teaching episodes,
reflection and focusing on events rather than personalities,
systematic observation for patterns and trends of T and L
behavior
teaching
Reflective Teaching
o Donald Cruickshank (1987) suggests that reflective
teachers want to learn about teaching from both theory and
practice - teach and reflect on their teaching, and through
the process, become more thoughtful and wiser teachers
o Schon (1987): Reflective T requires careful planning and
continual reflecting-in-practice and reflecting-on-practice
o Reflective T (self-monitoring):
-- ask basic questions about the appropriateness and
success of your T
-- how to change your T and classroom behaviors to
improve their success
-- ask self-evaluative questions and conclude whether you
are satisfied or dissatified
teaching
teaching
teaching
Definitions of learning
Process of progressive change:
ignorance
knowledge
inability
competence
indifference
understanding
Learning is a social process: occurs through interpersonal
interaction within a cooperative context (David, Johnson,
Johnson, R., & Smith,1992).
relatively permanent change in behavioural potentiality and
as a result of reinforced practice
teaching
Woolfolk (2010):
Learning occurs when experience causes
relatively permanent change in an individuals
knowledge or behaviour.
ODonnell (2011)
Learning is a relevantly permanent change in
behaviour or knowledge that occurs as a result of
experiece
Ciccarelli, S.K. & Meyer, G.E. (2006):
Learning is any relevantly permanent change in behaviour
brought about by experiece or practice.
Learning
teaching
teaching
teaching
On learning:
Memorization is what we resort to
when what we are learning makes no
sense.
Anonymous
On education:
The main hope of a nation lies in the proper education of
its youth.
Erasmus
All education springs from some image of the future. If the
image of the future held by a society is grossly
inaccurate, its education system will betray its youth.
Alvin Toffler
Education's purpose is to replace an empty mind with an
open one.
Malcom S. Forbes
teaching
teaching
Learning Styles
Learning styles are important because they
are the educational-relevant expressions of
the uniqueness of the individual (Joyce & Weil,2010)
Learning styles, also called cognitive styles
are students preferred ways of learning or
processing information (Messick, 1994; Sternbert &
Crignorenko, 1997)
Learning styles
Learning styles
Environment
Sound
Light
Temperature
Seating
Physical Stimuli
Duration
Modality
Activity
Structure / Support
Motivation
Monitoring
Individual / Group
Activisists
Like practical work such as labs, field work, observation
exercises and using visual source material for
information, etc.
Reflectors
Like to learn by watcing others, by taking time to
consider observations of their own experiences, etc
Theorists
Like lectures, reading papers on topics, considering
analogies, etc.
Pragmatists
Like simulations, case studies, homework, etc.
Learning styles: Kolb
Implications :
Activists might just start using it and feel their
way into it
Reflectors might have a go at using it and then
take time to think about what they have
just done
Theorists might begin by reading the manual
Pragmatists might start using the programme,
but make frequent references to the Help files
Learning styles: Kolb
Innovative
Analytical
Common sense
Dynamic
G a r d n e rs T h e o ry o f M u ltip le In te llig e n c e s
D im e n s io n
E x a m p le
L in g u is tic / v e rb a l in te llig e n c e :
S e n s itivity to th e m e a n in g a n d o rd e r o f w o rd s a n d th e
va rie d u s e s o f la n g ua g e
P o e t, jo u rn a lis t
S c ie n tis t, m a th e m a tic ia n
M u s ic a l in te llig e n c e :
S e n s itivity to p itc h , m e lo d y, a n d to n e
S p a tia l in te llig e n c e :
T h e a b ility to p e rc e iv e th e v is u a l w o rld a c c u ra te ly, a n d
T o re -c re a te , tra n s fo rm , o r m o d ify a s p e c ts o f th e w o rld
B a s e d o n o n e s p e rc e p tio n s
B o d ily -kin e s th e tic in te llig e n c e :
A fin e -tu n e d a b ility to u s e th e b o d y a n d to h a n d le o b je c ts
C o m p o s e r, vio lin is t
S c u lp to r, n av ig a to r
D a n c e r, a th le te
In te rp e rs o n a l in te llig e n c e :
T h e a b ility to n o tic e a n d m a k e dis tin c tio n s a m o n g o th e rs
T h e ra p is t, s a le s p e rs o n
In tra p e rs o n a l in te llig e n c e :
A c c e s s to o n e s o w n fe e lin g life
B io lo g is t, b o ta n is t
Global-analytical
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