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The Expert Pedagogue


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A presentation prepared for #SCP12 at the University of Canberra, 27 April 2012. It includes discussion of David Berliner, John Wooden and Carol Dweck.

Published in: Education, Health & Medicine
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The Expert Pedagogue

  1. 1. The Expert Pedagogue SCP12: Week 12
  2. 2. Pedagogy ...The interaction between how onelearns, how one teaches, what is beingtaught and the context in which it is beingtaught. Cassidy, Jones and Potrac (2009) Understanding Sports Coaching, p. 7
  3. 3. Reflection ...Awareness of the social and educational dynamicsthat have created (and continue to create) identitiesand philosophies ... Cassidy, Jones and Potrac (2009) Understanding Sports Coaching, p. 7
  4. 4. Awareness...To evaluate information from a variety of sources.Confidence and courage to take responsibility fordecisions. Cassidy, Jones and Potrac (2009) Understanding Sports Coaching, p. 7
  5. 5. The presence of opening homeworkreviews in mathematics classes areassociated with higher achievement. Berliner (1986) In Pursuit of the Expert Pedagogue
  6. 6. We need to know under what conditions openinghomework reviews are needed and when they are not neededthat is, why do teachers choose to use a homework reviewfollowing some assignments and not others? We need to knowwhat cues in classrooms speak clearly to teachers and say"Stop! Go into your review routine." Berliner (1986) In Pursuit of the Expert Pedagogue
  7. 7. We also need to know what cues during the review speakclearly to teachers and say, "Stop! This review is over." Berliner (1986) In Pursuit of the Expert Pedagogue
  8. 8. In this study of the opening homework review, the expertteacher was found to be brief, taking about one third lesstime than a novice.She was able to pick up information about attendance,about who did or did not do the homework, and to identifywho was going to need help in the subsequent lesson.She was able to get all the homework corrected andelicited mostly correct answers throughout the activity.And she did so at a brisk pace and without ever losingcontrol of the lesson. Berliner (1986) In Pursuit of the Expert Pedagogue
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  11. 11. We feel assured that at least some experiencedteachers some of the time act like experts in otherfields...Among the most important reasons to continue thiswork is the chance to boost teachers pride intheir profession. Berliner (1986) In Pursuit of the Expert Pedagogue
  12. 12. If we were to repeat that study today, we would make twochanges. First, we would certainly attempt to describe theplanning context that made possible the Coach’sconcise, apt, and codable behavior. ... he had made clear inhis autobiography (Wooden, 1988) that the economicalteaching we admired so much was hardlyimprovisational. Rather, he saw it as a byproduct of thecareful planning that created each season an improved-by-his-own-research basketball curriculumimplemented with exacting detail. Gallimore and Tharp (2004)
  13. 13. 2001 Carol Dweck (2010)
  14. 14. ImagesCoaches (Michael Heiniger)David Berliner (CERA, 2010 website)John Wooden reprint (Mark McCartney)John Wooden Official Web SiteBasketball (Frank Douwes)