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