PEDAGOGICAL ANALYSIS.pdf

PEDAGOGICAL ANALYSIS.pdf

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  PEDAGOGICAL ANALYSIS UNIT -1 DR.C. BEULAH JAYARANI M.Sc., M.A, M.Ed, M.Phil (Edn), M.Phil (ZOO), NET, Ph.D ASST. PROFESSOR, LOYOLA COLLEGE OF EDUCATION, CHENNAI - 34
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  OBJECTIVES • Understand theconcept of Pedagogical Analysis. • Comprehend the different teaching models. • Demonstrate the activity - based and group Controlled Instruction. • State various Resources in Teaching Learning Process of Biological Science. • Analyze the Assessment in Pedagogy of Biological Science. 13-04-2022 2 Dr. C. BEULAH JAYARANI
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  INTRODUCTION • A paradigmshift is a radical change in the core concepts and practices of a given domain, discipline or field. • Paradigm shifts can occur at any of these levels and may cut across these levels. • The field of education, at both the basic and higher education levels, has undergone tremendous change since World War II. 13-04-2022 3 Dr. C. BEULAH JAYARANI
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  paradigm shift meaning •A paradigm shift is defined as "an important change that happens when the usual way of thinking about or doing something is replaced by a new and different way." 13-04-2022 4 Dr. C. BEULAH JAYARANI
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  examples of paradigmshifts • Examples of paradigm shifts are the movement of scientific theory from the Ptolemaic system (the earth at the center of the universe) to the Copernican system (the sun at the center of the universe), and the movement from Newtonian physics to the theory of relativity and to quantum physics. 13-04-2022 5
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  NEED OF anhour This revolution recognizes the changed world in which we live. A world in which:  • information is readily and easily accessible; • change is so rapid that traditional methods of training and education are totally inadequate; • discipline-based knowledge is inappropriate to prepare for living in modern communities and workplaces; • learning is increasingly aligned with what we do; • modern organizational structures require flexible learning practices • There is a need for immediacy of learning. 13-04-2022 6 Dr. C. BEULAH JAYARANI
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  For what? • Pedagogy– To teach basic skills as a foundation for future projects – scaffolding. • Andragogy – To provide some structure so learners can be self- directed. • Heutagogy – To establish an environment where learners can determine their own goals, learning paths, processes, and products for making. Pedagogy - teaching of children Andragogy - facilitation learning for adults (self- directed learners) Heutagogy - management of learning for self-managed learners. 13-04-2022 7 Dr. C. BEULAH JAYARANI
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  GOAL • For andragogicaloriented teaching, the goal is to establish some structure so learners can be self-directed. • But, for heutagogical oriented teaching, the purpose is to establish an environment where learners can determine their own goals, learning paths, processes, and products 13-04-2022 8 Dr. C. BEULAH JAYARANI
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  KEY principles Learner agency Self-efficacy Capability Reflection Metacognition 13-04-20229 Dr. C. BEULAH JAYARANI
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  differences between andragogy,pedagogy &HEUTAGOGY PEDAGOGY • “Pedagogy” relates to the learning journey of children & involves best practices to help children learn effortlessly. • Pedagogy is a child-focused teaching approach • Pedagogy is the art and science of helping kids learn • Pedagogy is an education method in which the learner is dependent on the teacher for guidance, evaluation, and acquisition of knowledge. ANDRAGOGY • “Andragogy” relates to the learning journey of an adult learner & involves the best practices to simplify their learning process. • Andragogy an adult-focused teaching approach • Andragogy is the art and science of helping adults learn • Andragogy refers to the methods and approaches used in adult education and is directed towards self-actualization, gaining experience, and problem- solving 13-04-2022 10 Dr. C. BEULAH JAYARANI HEUTAGOGY • Heutagogy is the management of learning for self-managed learners. • Management of learning for self-managed learners • To establish an environment where learners can determine their own goals, learning paths, processes, and products for making. • Refers to establish an environment where learners can determine their own goals, learning paths, processes, and products
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  different paradigm shiftsin teacher education • The main paradigm changes in teacher education for which NCTE has really taken several initiatives are: increase in duration of teacher education programmes, standard based curriculum, balance in theory and practice, shift from teacher to student centered delivery system, quality assurance and shift in assessment 13-04-2022 11 Dr. C. BEULAH JAYARANI
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  TYPES OF PARADIGMSSHIFT IN TEACHER EDUCATION • Zeichner (1983) identifies four paradigms in teacher education: 1. Behaviouristic 2. Personalistic 3. Traditional craft 4. Enquiry orientation 13-04-2022 12 Dr. C. BEULAH JAYARANI
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  ROLE of teachersin developing PARADIGMS SHIFT Learner autonomy Cooperative learning Curricular integration Focus on content Diversity Thinking skills Alternative assessment 13-04-2022 13 Dr. C. BEULAH JAYARANI
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  Paradigm Shift in9 Steps Determine the paradigm centerpiece you wish to change. Write your goals. Cultivate thoughts influencing the paradigm shift. Start doing the uncomfortable. Practice who you want to become. Balance your emotions. Intentionally use emotion to reinforce the new paradigm. Review Your Goals And Upgrade Your Paradigm Ensure Repetition 13-04-2022 14 Dr. C. BEULAH JAYARANI
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  Disadvantages/ Weaknesses • Itis unstructured • Learners can easily be distracted by their own needs, assumptions, values, and misperceptions. • Research has shown that some adults are unable to engage in self-directed learning because they lack independence, confidence, or resources 13-04-2022 15 Dr. C. BEULAH JAYARANI