Part A - Personal Pedagogical Framework - Oral presentation - B Anstey
EDP3333 Curriculum and Pedagogy 3
“Learning is defined by the person defining it” (Mezirow, 2000)
Some definitions of Learning (Curry, 1993)
A change in behaviour as a result of experience or
The process of gaining knowledge.
A process by which behaviour is changed, shaped
The individual process of constructing
understanding based on experiences learning.
Fig 1: Displays some definitions of learning.
Fig 1: Shows Contemporary Learning Theory. Source:
ehaviorism and Constructivism
Figure 4: Shows how Behaviourism and Constructivism are opposite.
Constructivism and Theory
“Constructivist learning is a student driven process in which learners develop, or construct, their
understanding of information as they work with concepts and think about processes” (Richardson, 1997).
Piaget (1976) acknowledges that
children are active learners that
construct knowledge from their
Figure 5: Demonstrates the process in which knowledge is constructed.
Adapted from Strategies and Model for Teachers (Eggan and Kauchak,
Figure 6: Jean Piaget. Source: NNBD
Behaviorism and Theory
Figure 7: Demonstrates a routine timetable that my personal
pedagogical framework would include. Adapted from
Arrival (rules, set
expectations for day)
(Teacher and student
(Teacher Directed )
(Teacher Directed then
Figure 8: B.F. Skinner. Source: NAP. edu
Teaching Strategy – K.W.L CHART
W I Know (Facts)
W I W to know
W I have Learnt
Figure 9: Adapted from Reflections on classroom thinking (Frangenheim, 2010)
Frangenheim (2010) states ,“That this strategy enables students to
activate background knowledge, create new questions and develop a
purpose for the task”.
Teaching Strategy - Round Robin
Sheurrman (1998) states that, “The
major benefit is that whereas in a
whole group brainstorm only one
person is responding, in Round
Robin, every student is on task at
Figure 10: Demonstrates the structure of Round Robin.
HOW CAN LEARNERS JUDGE THE ACCURACY OF
THEIR UNDERSTANDINGS? (OLSEN, 2003).
Explicit Teaching – I DO, WE DO, YOU DO
Assist as needed
Explicit Teaching enables and limits my pedagogical practice
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