Pegagogy Practice
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Pegagogy Practice

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Outlines some ideas about effective teaching practice.

Outlines some ideas about effective teaching practice.

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    Pegagogy Practice Pegagogy Practice Document Transcript

    • Pedagogy The art and science of teaching. Active inquiry Hands-on/minds-on, construct meaning, notes Adolescent development Social support, identity, self-concept Curriculum connections & Depth of knowledge and understanding continuity Differentiation Content, process, product and learning environment Effective learning Attention, memory skills Effective teaching Explicit and systematic, direct and interactive Effective assessment for and of Learning intentions, marking guides, feedback learning High expectations for success Positive support, recognition of achievement Individual differences Inclusive, identity, style, sex, culture Information literacy Processes and skills Learner/learning-centred Intentions, responsibility, choice, feedback, reflection Literacy development Model for literacy teaching, R - BDA, W – text types, process, T and L, language for learning, scaffolding, specialist and technical vocabulary Multilevel tasks Must, should, could OR all, most, some Three level guide Outcomes-focussed Teaching and learning cycle Questioning For higher-order thinking, metacognition Real world connections Prior knowledge Supportive learning environment Motivating and engaging Standards-referenced Content and performance, consistency Pedagogy - The Story so far … Quality Learning and Teaching - DET CORS Wisconsin – 1993, 1996 School Map - DET Effective pedagogy - QTP QSRLS – Productive Pedagogies - Qld Key Learning Principles – BOS Advancing Pedagogy – DET April 2003
    • Key learning principles that underpin the NSW K-Year 10 curriculum These principles are provided so that teachers are assisted in making judgements about the pedagogies to use in the classroom and to ensure that syllabuses reflect key learning principles. The key learning principles derived from the K –10 Curriculum Framework are: 1. Learning occurs at different rates and in different ways 2. Learning and teaching need to take place in a context of high expectations 3. Students use their current level of learning to discover, construct and incorporate new knowledge, skills and understanding 4. Teacher instruction and assessment together influence student learning 5. Students can develop and use a range of strategies to actively monitor and evaluate their learning and their learning strategies 6. Strategies for learning are taught, learned and refined in a range of contexts 7. Students need learning experiences with appropriate time to explore, experiment with and engage with the ideas and concepts underpinning what they are to learn 8. Frequent feedback from teachers is critical for learners to gain insight into their learning and understanding, and to enable them to map their progress in relation to defined standards.