Pedagogical skills

1. Pedagogical Skills
Bhavya Madhu
I B Ed
Mangalam College of Education

2. • Pedagogy can be defined as the art of teaching.
• Pedagogy involves being able to convey knowledge and
skills in ways that students can understand, remember
and apply.
• Pedagogical skills can generally be divided
into classroom management skills and content-related
skills.
What is Pedagogy?

3. Behaviour management is perhaps one of
the most difficult skills for pre-service
teachers to master. Having good
pedagogical skills is essential for classroom
and behaviour management.
• Being able to reflect on your teaching
practices and identify what works and what
doesn’t.
• Being transparent.
Classroom
management

4. •Teachers need to be consistent and equitable in their
negotiation of expectations and consequences for inappropriate
behaviour.
• Being able to create a learning environment that it
challenging, open, engaging and rich which enables students to
meet their targeted learning outcomes as well as being
interested and motivated
•Knowing your students – not just academically, what their
interests are, their personality and their learning styles.

5. The concept of pedagogical content knowledge is not new.
The term gained renewed emphasis with Lee Shulman
(1986), a teacher education researcher who was interested in
expanding and improving knowledge on teaching and
teacher preparationHe argued that developing general
pedagogical skills was insufficient for preparing content
teachers as was education that stressed only content
knowledge. In his view, the key to distinguishing the
knowledge base of teaching rested at the intersection of
content and pedagogy (Shulman, 1986).
Content knowledge and skills

6. Shulman defined pedagogical content knowledge as teachers’
interpretations and transformations of subject-matter knowledge in the
context of facilitating student learning. He further proposed several key
elements of pedagogical content knowledge:
(1) knowledge of representations of subject matter (content
knowledge.
(2) understanding of students’ conceptions of the subject and the
learning and teaching implications that were associated with the specific
subject matter.
(3) general pedagogical knowledge (or teaching strategies). To complete
what he called the knowledge base for teaching, he included other
elements.

7. (4) curriculum knowledge
(5) knowledge of educational contexts
(6) knowledge of the purposes of education (Shulman, 1987).
To this conception of pedagogical content knowledge,
others have contributed valuable insights on the importance
and relevance of the linguistic and cultural characteristics of a
diverse student population

9. Inclusive teaching refer to any number of teaching approaches that
address the needs of students with a variety of backgrounds,
learning styles, and abilities. These strategies contribute to an
overall inclusive learning environment, in which students feel
equally valued.
Benefits of inclusive teaching:
•You can connect with and engage with a variety of students.
•You are prepared for “spark moments” or issues that arise when
controversial material is discussed.
•Students connect with course materials that are relevant to them.
Inclusive Teaching.

10. •Students feel comfortable in the classroom environment to
voice their ideas/thoughts/questions.
•Students are more likely to experience success in your course
through activities that support their learning styles, abilities, and
backgrounds.

11. How can you teach inclusively?
•Be reflective by asking yourself the following:
•Incorporate diversity into your overall curriculum.
•Be intentional about creating a safe learning environment by
utilizing ground rules.
•Be proactive in connecting with and learning about your students.
•Utilize a variety of teaching strategies, activities, and assignments
that will accommodate the needs of students with diverse learning
styles, abilties, backgrounds, and experiences.

12. •Use universal design principles to create accessible classes.
For example, present information both orally and visually to
accommodate both students with visual or auditory
impairments in addition to students with various learning
preferences.
•When possible, provide flexibility in how students
demonstrate their knowledge and how you assess student
knowledge and development. Vary your assessments (for
example, incorporate a blend of collaborative and individual
assignments) or allow choice in assignments (for example,
give students multiple project topics to choose from.