Downloaded 58 times
![RESEARCH TO
CLASSROOM
The overemphasis
of quantitative
over qualitative (cf
evidence based
medicine
[Greenhaigh].
Wrigley (2018) The power of evidence: reliable science or a set of blunt tools
The dangers of the
application of
Randomised
Controlled Trials in
social science and
misunderstanding
of scientific
method.
Oversimplification
of the model in
order to make it
work e.g linear and
steady progress in
development.](https://image.slidesharecdn.com/2thur5sept-190803220018/75/Introduction-to-Pedagogy-49-2048.jpg)
More Related Content
Similar to Introduction to Pedagogy
Introduction to Pedagogy
- 1. HOW DO CHILDREN LEARN? ANINTRODUCTION TO CHILD DEVELOPMENT AND CORE IDEAS ABOUT LEARNING. Image Credit: http://images.google.com
- 2.
- 3.
- 5. First Half How dochildren develop over time? Second Half What is Pedagogy? Image Credit: BBC
- 8. Mooney, C (2000) Theoriesof Childhood and Introduction. Doherty, J (2009) Child Development: Theory and Practice Megitt, C (2012) Child Development: Birth to 19 years
- 9.
- 10.
- 11.
- 13.
- 14.
- 15.
- 16. Image Credit: cliparts.co/yin-yang-clip-art Effectiveteaching and learning engage with valued forms of knowledge: Teaching and learning should engage with the big ideas, facts, processes languages and narratives of subjects so that learners understand what constitutes quality and standards in disciplines Effective teaching and learning recognises the importance of prior experience and learning: Teaching and learning should take account of what the learner already knows in order to plan their next steps. This includes building on prior learning but also taking account of the personal and cultural experiences of different groups of learners.
- 17. Image Credit: https://www-tc.pbs.org PEDAGOGY asthe SCIENCE of teaching: research informed decision making PEDAGOGY as the ART of teaching: responsive, creative and intuitive capacities PEDAGOGY as the CRAFT of teaching: mastery of a full repertoire of skills and practices
- 19. HOW DO WELEARN? Long term acquisition and application of knowledge and skills Objectivism Constructivism Knowledge is passed through inductive and deductive reasoning Knowledge is constructed through personal understanding from meaningful shared experiences Student-to-content Student-to-StudentStudent-to-teacher Student Alone Reading, problems in books, presentations, lectures, papers, web search … Student-to-Student Reviews, peer-critique, pairs, projects, discussion, questioning … Student-to-Many Reflection, Blogging, Twitter, Journals, Presentation, PBL, IBL … Many-to-Many Class discussion, debate, wikis, PBL, IBL, role play …
- 20. Objectivism Constructivism Knowledge ispassed through inductive and deductive reasoning Knowledge is constructed through personal understanding from meaningful shared experiences Epistemological Perspective Behaviourism Cognitivism Constructivism Collaborative Learning is … performing new behaviours processing of information making meaning by doing intellectual convergence via discourse Teaching is … training for new behaviour transmission of information to learners facilitating activity where learners make meaning inducting learners into the knowledge discourse adapted from Beetham and Sharpe (2013)
- 22.
- 23. We will havea brief look at one or two ideas associated with each of these theories - see if you can start to jot some ways in which this might impact on class practice.
- 24.
- 25. SOME BEHAVIOURISTS B.F. Skinner- (1904-1990) - Operant Conditioning “Education is what survives when what has been learned has been forgotten.” Ivan Pavlov - (1849-1936) - Classical Conditioning “Appetite, craving for food, is a constant and powerful stimulator of the gastric glands" Edward Thorndike (1874-1949) Law of Effect John Watson (1873-1958) Father of Behaviourism Image Credit: Wikipedia
- 26.
- 28.
- 29. SOME COGNITIVISTS Charles Reigeluth (1946-) Elaboration Theory RobertGagné (1916-2002) Conditions of Learning Jean Piaget - (1896-1980) - Stages of Development “The principle goal of education in the schools should be creating men and women who are capable of doing new things, not simply repeating what other generations have done.” Daniel Willingham - (1961-) - Reframing the mind “People are naturally curious, but we are not naturally good thinkers; unless the cognitive conditions are right, we will avoid thinking.” Image Credit: Wikipedia
- 30.
- 32.
- 33. Image Credit: EducationVictoria
- 34.
- 36. SOME CONSTRUCTIVISTS John Dewey(1859-1952) - Functional Psychology “The self is not something ready-made, but something in continuous formation through choice of action” Lev Vygotsky (1896-1934) - Social Constructavism “Speech and action are part of one and the same complex psychological function, directed toward the solution of the problem at hand” Jerome Bruner (1915-2016) - Discovery Learning “One seeks to equip the child with deeper, more gripping, and subtler ways of knowing the world and himself.” Image Credit: Wikipedia
- 38.
- 39. SOME CONNECTIONISTS George Siemens(1965-) - Connectivism “The value of social media – blogs, wikis, podcasts, social networking – in learning is readily apparent. Any opportunity (or technology) that enables the formation of connections between learners and educators is worth exploring." Stephen Downes (1959-) - New Media “We need to move beyond the idea that an education is something provided for us and towards the idea that an education is something that we create for ourselves” Image Credit: Wikipedia
- 42.
- 43.
- 44. a few contemporaryideas about teaching and learning it’s worth knowing about … Image Credit: www.youstudyplus.com
- 45. How does thisfit into your existing schema or ontology of education / schooling? How does this fit with your experiences of education / schooling? How does this challenge your model of education / schooling? Image Credit: www.bet.com
- 46. WHERE DO IDEASFROM?
- 47. PARADIGMS … Positivism Interpretivism Critical Realism LaboratoryLife HistoryField / Classroom
- 48.
- 49. RESEARCH TO CLASSROOM The overemphasis ofquantitative over qualitative (cf evidence based medicine [Greenhaigh]. Wrigley (2018) The power of evidence: reliable science or a set of blunt tools The dangers of the application of Randomised Controlled Trials in social science and misunderstanding of scientific method. Oversimplification of the model in order to make it work e.g linear and steady progress in development.
- 50.
- 51. DYLAN WILIAM: FORMATIVEASSESSMENT
- 52. DAN WILLINGHAM: COGNITIVENEUROSCIENCE
- 53. SIEGFRIED ENGELMANN: DIRECTINSTRUCTION
- 54. Rosenshine (2012) AmericanEducator, v36 n1 p12- 19, 39 Spring 2012 Koedinger, K; Booth, J; Klahr D (2013) Science Vol. 342, Issue 6161, pp. 935-937
- 55.
- 56. RON BERGER: ANETHIC OF EXCELLENCE
- 57. GUY CLAXTON: BELOWTHE LINE
- 58. CAROL DWECK: GROWTHMINDSET
- 59. STEVE WHEELER: LEARNINGWITH ‘E’S
- 60.
- 62.
- 63. Palmer, J (2001) FiftyMajor Thinkers in Education Breseler, L (2001) Fifty Modern Thinkers in Education Bates, B (2015) Learning Theories Simplified
- 64.
- 65.
- 66. Image Credit: GaryLarson The Far Side (2001)
- 67.
- 68.
- 70. Thank you … p.hopkins@hull.ac.uk@hullprimarypgce Image Credit: https://thecreatorwritings.files.wordpress.com/2015/09/exit.jpeg
Editor's Notes
- #2 Hello. This is the second of two introductory sessions to get you thinking and to set the scene for the course.
- #3 So a reminder …
- #4 This session builds on last Tuesday. We thought about what kind of teacher you wanted to be and now this session I want to introduce you to some core ideas about child development - those you will be teaching and pedagogy the “how” of teaching. We thought a little about the what last week.
- #5 So a reminder of our definition of pedagogy - you might have decided that the word is synonymous with teaching - its roots are in the Greek paidagogia in which pais means child and ago mean to lead. It is often defined as the “theory and practice of education” - difference from the teacher whose was the didaskalos the transmitter or knowledge.
- #6 Today we are going to try and scoot through two big areas of thinking - this is very much an overview - almost highlighting what you do not know rather than what you do - though if you studied any Psychology at A level (or in your UG) then some of these ideas will be familiar. You will need to go back though the year to these ideas.
- #7 So children are not tabular rasa when they enter school - this is a quick run through how children develop physically. cognitively, morally and socially. This is important as you are not just dealing with the “brain in a jar” but rather than whole child.
- #8 Link to Prezi.
- #9 Books.
- #10 Questions. From floor or Mentimeter …
- #11 Question on Mentimeter
- #12 OK - time for a “refreshment break” - you have 15 mins. I should warn you not to get too comfortable about breaks as when you are a teacher you will not get too many of these!
- #13 So back to Cochran-Smith (2003) and the unforgiving complexity of teaching … it is important to remember esp. following on from the child development that the nature of teaching is wrapped up in the complexity of the child and the development of the child.
- #14 Let’s also remember the symbiotic relationship between THEORY PRACTICE these are not separate things but tightly intertwined. THEORY only makes sense when it is enacted in PRACTICE and PRACTICE only makes sense when it is viewed via the lens of theory.
- #15 and the iterative cycle … PRACTICE: You will do things (observe) in the classroom SITUATE: You will read about how these operate in wider situations THEORISE: You will explore the research, evidence about these practices REFLECT: You will consider this in light of your practice and consider changes PRACTICE: You will implement these new things …
- #16 Let’s go back to our definition of pedagogy. You might have decided that the word is synonymous with teaching - its roots are in the Greek paidagogia in which pais means child and ago mean to lead. It is often defined as the “theory and practice of education”.
- #17 Pollard (2015:268) draws on the research from the Teaching and Learning Research Project (TLRP) indicated a number of core ideas. Two of these that are essential for teaching and learning are indicated here.
- #18 According to Pollard (2015:302) we can think of the pedagogic process as having a number of elements - it is important that we think of these in balance and also on what knowledges we can draw on in order to develop each of these areas. Different methodologies need to be undertaken in order to develop these different aspects some of these will take place more naturally in the “university” and some more naturally in the “classroom” but these are more states of mind than geographical places.
- #19 OK - so make some notes on what you are thinking about these ideas of the “science” / “craft” and “art” - how do they apply to your ideas around teaching? Talk to the person next to you - are their ideas different?
- #20 We can think of learning as “the long term acquisition and application of knowledge and skills”. Ofsted and the DfE are using the rather more limited definition of “the transfer of knowledge into long-term memory”. If we do then we can think of this in two domains - the objective and the constructive. We can also think of the ways in which students interact and the ways in which these interactions might take place - the move from pedagogy to praxis.
- #21 It is important to stress that I am not promoting any of these as better or worse but as anchor points from which you can set sail. There are many more ideas around learning (see next slide) to push the metaphor hopefully you will enjoy the voyage across the pedagogy-sea as much as the destinations you may visit and I would recommend you considering visiting all the ports. From these core ideas will comes the methods and methodologies of teaching.
- #22 Also we talking about learning and not just teaching - they are not the same thing! We need to be sure not just that we have taught things and covered the curriculum or examination syllabus requirements but that these things have been learned - thus the importance of assessment.
- #23 If we plotted learning (as defined above) taking place and teaching (similarly defined) taking place across the education spectrum I think it would look like this - the question is does it matter? Do you think the purpose should be on teaching or learning - do you think this is an artificial dichotomy? Note this model does depend on the definitions given in red and blue above.
- #24 As we whizz through these next slides have a think about how these might be applied in the classroom - this is something to keep as notes and to develop and update. If you have studies education at UG level then much of this will be old hat a chance to reflect and perhaps even feel a little smug - for those of your for whom this is all new then it might be time to feel insecure and panicky - remember that you will have students who will be feeling all of these emotions at different times.
- #25 This is a worldview that operates on a principle of “stimulus-response.” All behaviour caused by external stimuli (operant conditioning). All behaviour can be explained without the need to consider internal mental states or consciousness. The important point to remember is that reinforcement always refers to something that increases the frequency of a given behaviour, whereas punishment always refers to something that reduces the frequency of a given behaviour. ‘Punishment’ is therefore used here as a technical term with a precise meaning that differs from its everyday meaning.
- #26 These are some of the key figures in behaviourism.
- #27 and just for fun an example of operant conditioning in action!
- #28 OK - so make some notes on how you think this idea of behaviourism impacts on the nature of teaching and learning in the classroom.
- #29 The cognitivist revolution replaced behaviourism in 1960s as the dominant paradigm. Cognitivism focuses on the inner mental activities – opening the “black box” of the human mind is valuable and necessary for understanding how people learn. Mental processes such as thinking, memory, knowing, and problem-solving need to be explored. Knowledge can be seen as schema or symbolic mental constructions. Learning is defined as change in a learner’s schemata. Cognitivism uses the metaphor of the mind as computer: information comes in, is being processed, and leads to certain outcomes.
- #30 Some key figures in cognitivism.
- #31 A sub-set of cognitivism that is making a current “comeback” or is certainly supported by the current political legislation is Direct instruction (Rosenshine / Englemann). This is the use of straightforward, explicit teaching techniques, usually to teach a specific skill. It is a teacher-directed method, meaning that the teacher stands in front of a classroom and presents the information. It might be a lesson in which the teacher very clearly outlines the order of all the planets in the solar system, or it might be a simple explanation and some examples of the double ff-ll-ss-zz spelling rule.
- #32 OK - so make some notes on how you think this idea of cognitivism impacts on the nature of teaching and learning in the classroom.
- #33 A reaction to didactic approaches such as behaviourism and programmed instruction, constructivism states that learning is an active, contextualized process of constructing knowledge rather than acquiring it. Knowledge is constructed based on personal experiences and hypotheses of the environment. Learners continuously test these hypotheses through social negotiation. Each person has a different interpretation and construction of knowledge process. The learner is not a blank slate (tabula rasa) but brings past experiences and cultural factors to a situation. A common misunderstanding regarding constructivism is that instructors should never tell students anything directly but, instead, should always allow them to construct knowledge for themselves. This is actually confusing a theory of pedagogy (teaching) with a theory of knowing.
- #34 In Vygotsky’s ZPD we can see a “zone” where the student is able to achieve more than they can alone with the assistance of the a “more knowing” or “more knowledgable” other. Who might this be? How can your classroom with 30 (ish) children and 1 (ish) teacher support this model of learning?
- #35 We can develop this model a little … thinking of a more nuanced viewpoint with the idea of flow (Csikszentmihalyi) and complacency (Hopkins) being added into the mix - children can be in the “flow” where they are working independently but with great progress or they can be in the complacency where they are working with application but little progress. In reality children will move to different places in this graph at different points in the lesson / schema.
- #36 These are the key ideas with the Constructivist paradigm - Papert took this is a slightly different direction and talked about Constructionism where he adapted 1 to be “doing or making” as an active process.
- #37 Some key constructionists
- #38 OK - so make some notes on how you think this idea of constructivism impacts on the nature of teaching and learning in the classroom.
- #39 Connectivism is a hypothesis of learning which emphasizes the role of social and cultural context. Connectivism is often associated with and proposes a perspective similar to Vygotsky's 'zone of proximal development' (ZPD), an idea later transposed into Engeström's (2001) Activity theory. It is somewhat similar to Bandura's Social Learning Theory that proposes that people learn through contact. What sets connectivism apart from theories such as constructivism is the view that "learning (defined as actionable knowledge) can reside outside of ourselves (within an organization or a database), is focused on connecting specialized information sets, and the connections that enable us to learn more are more important than our current state of knowing"
- #40 Here are some of the key figures in Connectivism.
- #41 and added to this the added complexity that technology is bringing to the equation. Questions that should be asked here are not what technology should be use but how does the technology impact on the nature of learning and teaching? My own research has been driven by two questions: How does technology support our current pedagogic thinking or approaches? (e.g. transmissive learning) How does technology challenge our current pedagogic thinking or approaches? (e.g. examinations)
- #42 OK - so make some notes on how you think this idea of connectivism impacts on the nature of teaching and learning in the classroom.
- #43 Oh my … you might be thinking now - this is hard, complicated stuff - Yes it is! But remember you are just setting that first step on the journey - those of you who have already studied some educational psychology or educational theory can feel a bit smug now - but it is complex difficult stuff - that’s why it is a Master’s level so …
- #44 deep breath - and off we go.
- #45 In this final section I am going to introduce you to 9 ideas you may encounter in schools - things that are currently being talked about. These are some of the topics that are on the current education agenda. Some are “old favourites” some are “dark horses” and some are “hot newcomers”.
- #46 For each of these ideas here are some thoughts / questions that it is worth asking.
- #47 But before we start we might ask where do ideas come from about education? They comes from a range of academic fields as well as from policy and politics.
- #48 We also need to be aware of the paradigmatic approaches that these ideas come from - again this is something that will be expounded on later in the course but is something to be aware of now.
- #49 And finally we should be aware of the transfer process that takes place as ideas from experimental studies move from the controlled position of the laboratory to the more complex and ‘messy’ place that is the classroom.
- #50 Wrigley (2018) talks about the inherent dangers of a slavish approach to a positivistic or qualitative approach.
- #51 John Hattie’s work provides an important insight into the nature of educational research and the notion of measuring impact. The core ideas is that some strategies can be shown to have had more impact, on average, over time, relative to others is crucial and his general message about the implications for teachers and the profession is very strong. This video, (with a counterpart Part 1) gives a very good idea of Hattie’s thinking. Whilst, the notion of the "effect size concept" is problematic and is debated, and is open to misinterpretation this is still a core and important ideas and the work of Evidence Endownment Foundation is built on these effect sizes.
- #52 Dylan Wiliam is someone all teachers should know about. He has been leading the way for the last two decades in getting teachers to think about what they’re doing and why. Inside the Black Box (with Paul Black) was a revelation when first published in the 1990s. However, following the national adoption of AfL 10 years ago, lots of the ideas have become rather distorted, spawning various superficial AfL gimmicks or misconceptions about the meaning of ‘formative’ – but every teacher should know very clearly what Dylan is saying. An understanding of what we mean by formative assessment and feedback is core to teaching and learning.
- #53 The field of cognitive science is giving us ever greater insights into how learning works. There are lots of people in this field (Geask, Medina) but Daniel T Willingham does a very good job of making the ideas accessible and relevant to school experience. The book, Why don’t students like school provides a handy summary in the concluding chapter which gives a feel for the key ideas and their implications for practice. In particular it gives a firm steer in terms of the discourse around thinking, memory, teaching factual knowledge and the need for conscious effort and feedback to secure improvement.
- #54 Direct instruction tends to refer to any teaching that involves the teacher setting out the expected learning clearly, as opposed to providing learning activities that help the learner to construct their own learning. Typically, this is narrowed further to a situation in which a teacher is engaged in whole-class interactive teaching: laying out clear explanations, asking questions, modelling, and then getting children to practice independently, perhaps initially with scaffolding that is gradually withdrawn. Good evidence for the impact of this include Kirschner, Sweller & Clark (2006) (or the lighter professional version of this paper Clark, Kirschner & Sweller (2012) ) and Muijs & Reynolds (2010).
- #55 Direct instruction tends to refer to any teaching that involves the teacher setting out the expected learning clearly, as opposed to providing learning activities that help the learner to construct their own learning. Typically, this is narrowed further to a situation in which a teacher is engaged in whole-class interactive teaching: laying out clear explanations, asking questions, modelling, and then getting children to practice independently, perhaps initially with scaffolding that is gradually withdrawn. Good evidence for the impact of this include Kirschner, Sweller & Clark (2006) (or the lighter professional version of this paper Clark, Kirschner & Sweller (2012) ) and Muijs & Reynolds (2010).
- #56 Robert Bjork has been researching the nature of memory, the video below gives you an introduction to these but there are more on YouTube. From these you can get an idea of his findings and the general idea of ‘desirable difficulties’ necessary to secure long-term memory, possibly at the expense of the sense of short-term progress. Building on ideas stemming from Ebbinghaus (1885) and others there are some important potential implications from his work on storage, retrieval and interleaving for curriculum design, teaching, planning and assessment.
- #57 Ron Berger worries about the idea of "quick fixes" in education and promotes the idea of encouraging children to succeed and to be excellent. Schools need to develop this culture and this is a long-term commitment (p4). He promotes the idea of critique and the cycle of improvement that leads to excellence and the ideas of positive comment and constructive criticism. He promotes the idea of assessment as being something personal not something institutional his three rules are (i) be kind (ii) be specific (iii) be helpful
- #58 Guy Claxton can be misrepresented as being ‘anti-knowledge’. He has been developing, with Bill Lucas, an idea called Building Learning Power. This questions some of the assumptions about what we learn, how we learn and why we learn in certain ways. They think that a pedagogy could be devised to deliver a deep, knowledge-rich curriculum that simultaneously gives space for students to develop certain dispositions that might serve them well in the future. Claxton and Lucas focus on the idea of, 'teaching learners for the real world”. They are supported in this by thinkers such as Dan Meyer and Jo Boaler (who the Mathematicians will come to know - and maybe love!).
- #59 Growth Mindset is about considering the extent to which student attitudes to learning are influenced at every level of the school – in all of the messages we give in public and in the classroom. The issue of labelling students such that they have their horizons limited or are lulled into complacency is very common - we’re all guilty of it to some degree. Dweck argues that having a positive attitude to learning is more powerful that jsut, "being good" at it and there are limitations and dangers in the ways we use praise.
- #60 Pedagogy certainly doesn't require us to drip feed students with content and it is far removed from the harmful and relentless testing of children in schools. Much of the content you and I learnt, and were tested on in school was often lost from our memories days, or even hours after the exam. It is the deeper learning, formed through personal interest, experimentation and reflection, that remains. Pedagogy in the purest form describes the leading of students to a place where they can learn. In today's digital age, that learning can be any time, any place, and at a pace that suits each individual. Students already carry the tools to be able to do this. Banning these tools from the classroom has a similar effect to removing an artist's paint and brushes. A wiser decision would be for schools to explore safe, appropriate and effective use of mobile personal technologies to maximise learning. True pedagogy would recognise the opportunities that exist and exploit them
- #61 Mitra believes that access to the internet and the wealth of materials on-line has changed the learning landscape. He beleives that school's job is to set, or work with children to set, "big questions" which the children then use on-line materials and the granny cloud to solve or sort, these are questions such as: • Why do we all have different fingerprints? • Is there a formula for happiness? • How does a calculator calculate? The role of the teacher moves to being an encourager and an assessor of learning, who sets the new challanges and reviews progress and encourages the work of the children, the pedagogy is rooted in an Enquiry Based Learning model.
- #62 For more on some of these ideas and to think about some of the neuromyths have a look at - www.slideshare.net/hullpgce/neuromyths?qid=39b987cb-b615-471b-958d-c541bb264c67&v=&b=&from_search=2 on SlideShare.
- #63 So I am going to leave you now with some practical things to hang onto in the ways that you should be behaving in the madhouse that will be the next 10 months. The first of these is a educational ontology - or way of looking at the world.
- #64 Some books
- #65 As we have flown though these ideas and materials there is a huge amount of support and resource on the support website I manage and run for the course. Please do access and use this - it will be available to you both during this course, when you are in schools (assuming you have an internet connection) and after you have left the course.
- #66 You are going to be awesome and you will be the second most important adult in many children’s lives - and the most important in some! You will be loved, you will be inspiration for many, you many teach the first person to walk on Mars, the person who will cure cancer, the person who will discover a new place, design a new landscape, open a new door of discovery …
- #67 You are going to be awesome and you will be the second most important adult in many children’s lives - and the most important in some! You will be loved, you will be inspiration for many, you many teach the first person to walk on Mars, the person who will cure cancer, the person who will discover a new place, design a new landscape, open a new door of discovery …
- #68 So - you may be feeling like this now! I hope that this has set you off thinking and perhaps started to challenge some of the ideas you have about teaching and learning - you should be challenged and in return you should challenge us, we look forward working with and alongside you over the next year as you develop towards beginning teachers, we know you have the potential.
- #69 Questions (from the Mentimeter or from the floor).
- #70 Question on Mentimeter
- #71 I’ll give the last word to Charles Shultz and to Charlie Brown … if you want to chat more about these issues then I am always willing to talk about education, pedagogy, evidence and teaching - my own area of research is technology enhanced learning; so all the very best for this year it will be hard but very, very rewarding. Remember you will make a difference.
- #72 Thanks.