Annotated Overview of the Adaptive Subject Pedagogy Model. Developed by Dr David Morrison-Love, School of Education, University of Glasgow.

1. Morrison-Love (2019)
For the ideas, concepts, processes,
ways of thinking, dispositions, and so forth that are
important/necessary for a given discpline or area
of learning (subject epistemology & ontology)
Accurately and objectively articulated purposefully
separated from consideration of teaching approaches
and the classroom.
Identification by students of
the curricular or topic area
and the stage of learners.
Students engage in deep, structured, analytical
reflection upon their experiecnes of this subject
matter as both a learner and as a teacher.
(using e.g. 5 level model of reflection).
Students critically explore what academic
evidence reveals about the ways in
which this particular subject matter
is both taught and learnt - with
explicit cognisance of things such as:
Conceptual and empirical evidence
sources
Degrees of separation
Pupil learning and misconceptions
Representation, dependency and order
of presentation effects.
Psychological/cognitive/neurological
considerations for pupils
Theories relevant for D&T: E.g.
situtated/embodied/distributed
cognition, dual process theory of
cognition, constructionism,
knoweldge types and so forth.
Students synthesise previous steps into their
own pedagogical proposition which forms
the basis of one or more lessons. Even if all
students were to pick the same subject matter,
their pedagogical propositions would differ
due to the influence of their own experiences
and developing expertise.
Annotated Overview of the Adaptive Subject Pedagogy Model
David Morrison-Love*
Partity of value
*Please do not use or reproduce without permission from the author.