UNDERSTANDING THE BASICS OF PEDAGOGY AND ITS

CLASSROOM USE

Dr. Lalit Kishore

DEFINING PEDAGOGY A common notion about pedagogy is that it is

the science, craft and art of teaching and learning.

Pedagogy is more concerned with the generic principles of learning; learning theories; teaching-learning methods; matching methods and materials to the context of learners.

Over years pedagogy has become a separate area of knowledge and professional teaching practice.

Roget's defines pedagogy as "The act, process, or art of imparting knowledge and skill."

The American Heritage Dictionary of the English Language defines pedagogy as “The art or profession of teaching”.

How teaching and learning are seen in pedagogy?

Common aspects of pedagogy Pedagogy = Science of teaching to

induce learning  Teaching = scaffolding learning

activities + mediation of learning experiences  + formative assessment

Learning = activities or experiences + content or programmed knowledge + analysis or questioning insight  + transfer of learning + internalization of learning

 

SUBJECT-SPECIFIC PEDAGOGY

Every subject area as well group of students has a different structure and nature, therefore, has have specific pedagogy suitable for it through experimentation.

If we define pedagogy as the principles and methods of instruction then we can begin to understand the concept of discipline-specific pedagogy.

REQUIREMENT FOR TEACHERS

While every teacher wants to have a range of methods at his or her disposal, there may be some methods that apply more readily to some disciplines than others.

All teachers need to have both general pedagogical knowledge and discipline-specific pedagogical knowledge.

Emphasis on learning assumptions and principles

While the principles of teaching remain more or less unchanged, the methods and materials used may change depending on the learning style, learning pace and context of the learner.

Pedagogy believes that all humans can learn and are differently-abled, therefore, require different relevant learning environment , pace, material and methods.

Pedagogical content knowledge

One must know what to teach. The most regularly taught topics in one’s subject areas require:

Concepts, facts, analogies, illustrations, examples, explanations, and demonstrations etc. are ways of representing and formulating the subject that make it comprehensible for others.

Pedagogical content knowledge also includes an understanding of what makes the learning of specific topics easy or difficult or age appropriateness of various concepts as well as language pitching.

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FOUR INTERRELATED DOMAINS OF PEDAGOGY

overlapping

Learning and teaching theoriesCurrently it is divided into the following sub-Areas: Learning and instructional process Enabling learning environment Styles and pace of learning Learning support systems Education and Teaching-learning-training principles Instructional designs Learning design and development Teaching, communication and motivation on learning Individual guidance, Tutoring Methods on learning pedagogy Assessment that supports learning Training of and support to teachers Roles of teacher as rapport builder, facilitator, resource

manager, reflective instructor, action researcher, intervention designer, senior co-learner

Bringing pedagogy to classroom: The theory to practice link

Remaining in touch with the latest and its application

Knowing the classroom implications of latest research in learning and pedagogy

The relevant and specific tasks, activities and material or resources involved in pedagogy 

Reflection on how the foregoing are generally related and organised as a part of teaching process and system

 Thus there are two notions involved: pedagogy as a knowledge area, a process and a

science pedagogy as a part of a learning-organization and

dynamic system  

COMMON PEDAGOGICAL PROCESS

TRANSMISSION MODEL OF TEACHING: BAD PEDAGOGY

At the bottom of teaching-learning methods is the transmission or banking or cascade model emphasizing rote learning of the content.

In this method ‘teaching is seen as telling’. The teacher often is talking as an authority on knowledge of information in front of the class, and the students are listening in rows in class.

Giving words to students and taking them back in test is touted as teaching.

This is bad pedagogy.

TRANSFORMATIVE MODEL OF TEACHING AND LEARNING : GOOD PEDAGOGY

Thus, the term pedagogy for instructional purposes refers to how teachers manage their classroom instruction dynamically as reflective and researching teachers.

A good pedagogy include how a teacher chooses to present experience with contextually adapted material, raise analytical questions, provide corrective feedback, help students to internalize new learning, encourage to demonstrate learning, and codify learning.

Good pedagogy emphasizes process-based learning, cooperative learning, autonomous learning

Good pedagogy transforms both students and students into self-learners.

Pedagogical competence of teachers

Pedagogy informs that certain methods work best for various kinds of learning tasks.

Teachers need a shared understanding of a common professional language to discuss pedagogy.

This common understanding of pedagogy as a science and collectivism will make their own learning dynamic