This document discusses the evolution of pedagogy from traditional methods focused on rote learning to a modern emphasis on knowledge construction and collaboration. It outlines the changing roles of teachers and students, emphasizing critical and transformative pedagogies that encourage inquiry and community engagement. The document also details various instructional methods and assessment strategies relevant to twenty-first-century learning.

1. Twenty-First Century Pedagogy
Dr. Sudarshan Mishra
Department of Education
Ravenshaw University, Cuttack
Email: smishra@ravenshawuniversity.ac.in

2. Content
• What is pedagogy?
• Changing Concept of Teacher
• Changing Concept of Literacy
• Changing Concept of Learning
• Twentieth-Century Pedagogy
• Twenty-first century Pedagogy
• Instructional Methods
• 21st century evaluation
• Role of teacher

3. What is Pedagogy?
• My classroom pedagogy is good but Social
Pedagogy is very poor.
• My pedagogy of cooking is very poor.
• Evaluation pedagogy
• Classroom pedagogy
• Writing pedagogy

4. pedagogy (n.)
• "the science of teaching," 1580s,
• from Middle French pédagogie (16c.),
• from Latin paedagogia,
• from Greek paidagōgia "education,
attendance on boys,"
• from paidagōgos "teacher”

5. pedo-
• Greek pedo-meaning "boy, child,“
• Compare, from the same root,
Sanskrit putrah "son;”

6. pedagogue (n.)
• from Latin paedagogus, from
Greek paidagōgos "slave who escorts boys to
school and generally supervises them,"
• later "a teacher or trainer of boys,"
• late 14c. "schoolmaster, teacher of children,"
• from Old French pedagoge "teacher of
children" (14c.),

7. • deliberate attempt of facilitating learning
process
• created from theories of learning, which then
influences practice and/or subject

8. Changing Concept of Teacher
• Ancient times- Ideal teacher/Guru

10. Medieval – Master/Ustad

11. Colonial Teacher

14. Modern – Competent teacher

17. 21st Century - Facilitator

19. Changing Concept of Literacy
• Traditional Literacy

21. 21st Century Literacy

24. Changing Concept of Literacy
Traditional Literacy 21st Century Literacy (UNESCO)
Reading finding information, observing,
collecting, and recording;
Writing communicating in hypermedia
involving all types of
information and media
Arithmatic designing objects and actions

25. Changing Concept of Learning
Learning as Response strengthening
• dominated by objectivism
• Promoted rote learning and memorization of
facts
• mechanical drill and practice, reinforcement,
• Teacher is active, a store house, creator and
transmitter of knowledge
• Students know nothing, mere passive recipients
of information.

26. Learning as knowledge acquisition

27. • learning occurs when a learner places new
information in long-term memory
• information is a commodity that can be
transmitted directly from teacher to learner
• role of learner is to passively acquire
information
• Teacher provides large amount of information
through textbooks, lectures and computer
based multimedia programmes.

28. Learning as knowledge Construction

29. • construct knowledge independently and
cooperatively
• develop ability to work collaboratively
• develop divergent and creative thinking for
discovery and inventing new knowledge.
• Learning takes place when the child engaged in
knowledge construction
• Learners actively construct their own knowledge
by connecting new ideas to existing ideas through
interaction with both physical and social
environment

30. Twentieth-Century Pedagogy
• promotes rote learning and memorization.
• treats children as empty vessels to be filled
with knowledge.

31. • education system examination oriented
• Schools are engaged in results and ranking

32. • not associated with developing the innate
ability of the children
• prepares children to ‘make it’ in today’s world
using conventional yardsticks of success such
as, money, status and getting a good job.

33. • one size fits all approach
• encourages conformity
• discourages freedom of thought, personal
expression, and social development.
• problematic for people with developmental
disabilities or economic and social
disadvantages.

34. • emphasis on Written Examinations
• Emphasis on good score
• Sustained efforts of learners evaluated in a
short span of time
• only way to prepare for examination is
memorising
• Output oriented

35. Twenty-first century Pedagogy
• Emphasis on knowledge construction rather
than knowledge reproduction
• Context dependent knowledge
• knowledge is constructed by learners by
actively interacting with both animate and
inanimate object.
• Multiple representation of reality
• Learning is active

36. • Cognitive constructivism: knowledge is the result
of the accurate internalization and reconstruction
of external reality by the learner.
• Social constructivism: knowledge is a socially
constructed reality that emerges from social
interaction and language.
• Radical constructivism: Knowledge is grounded
in physical and social world. It calls for students
to discover without using any information given
or by going beyond the information given
through formulating and verifying hypotheses.

37. Critical Pedagogy
• students are encouraged
to question dominant or
common notions of meaning
• students form their own
Understanding of what they learn.
• teachers should facilitate that process rather
than “forcing”

38. • transformative pedagogy: generating
knowledge but extends from the classroom to
the community.

39. Choose critical consciousness over
commercial consciousness
School children in Soweto, South Africa (1976) rioting against government’s
plans to introduce Afrikaans as the official language of instruction (NPR,
2008).

40. • Oppose socialization with desocialization
• Transformation of society over reproduction
of inequality
• Promote democracy by practicing it and by
studying authoritarianism
• Invite students to reflect socially on their
conditions, to consider overcoming limits. . . .

41. NCF-2005, P.23
• Critical pedagogy provides an opportunity to
reflect critically on issues in terms of their
political, social, economic and moral aspects. It
entails the acceptance of multiple views on social
issues and a commitment to democratic forms of
interaction.
• Critical pedagogy facilitates collective decision
making through open discussion and by
encouraging and recognising multiple views.

42. Instructional Methods
• Cooperative Learning
• Concept Mapping
• Team Teaching
• Dialogue
• Problem-posing

43. Cooperative Learning

44. Cooperative Learning
• an approach to organize classroom activities
into academic and social learning
experiences
• small groups of students work together on a
common task.
• each group members is individually
accountable for the part of talk
• Everyone succeeds when the group succeeds.

45. Concept Mapping

46. • a technique for representing knowledge in
graphs.
• Knowledge graphs are networks of concepts.
• Networks consist of nodes (points/vertices)
and links (arcs/edges).
• Nodes represent concepts and links represent
the relations between concepts.

47. Team Teaching

48. Dialogue

49. • classroom is a site where new knowledge is
grounded through meaningful interaction of
students and teachers.
• process of sharing ideas in a safe and happy
environment.

51. • aims at learning about self and also about
other’s beliefs, feelings, interests, and/or
needs.
• goal is to create understanding rather than
debate with each other.
• emphasis is on deep listening.
• basis for building trust, fostering a sense of
ownership, facilitating genuine agreement,
and enabling creative problem solving.

52. Problem-posing Education
• No oppressive order could permit the oppressed to
begin to question: Why?"
• Pupil see the world not as a static reality, but as a
reality in process, in transformation.
• Teacher-students and student teachers are continually
reflecting on themselves and the world, establishing
"an authentic form of thought and action.”
• helps people to look ahead, to hope and plan for the
future.
• does not and cannot serve the interests of the
oppressor.

53. 21st century evaluation
• Responsive Evaluation
• The process of learning does not shut down during
assessment. Learners who have been engaged to
construct new knowledge are expected to learn more
during assessment.
• Assessments include higher order thinking skills, i.e.,
application, evaluation, analysis, synthesis
• Sustained efforts of learners evaluated continuously
• Process-oriented rather than product-oriented
• A range of techniques for assessments

54. • more flexible and caters to the needs and
aspirations of the individuals
• bring hope among children, parents, and teachers
by providing an environment free from fear, and
anxiety and promote creativity and originality.
• positive attitude towards the pupils
• Pupils are actively involved towards determining
the curriculum, content and in developing rules
and procedures

55. Portfolio Assessment
• purposeful, multifaceted collection of
student’s work that describes about the story
of a student's efforts, growth, progress, or
achievement in a given area over a period of
time.

56. • reflective document of the competencies that
the student is required to demonstrate in the
course or programme.
• ongoing assessment system
• both children and their families must have a
voice in inclusion of items.
• performance based

57. Rubrics
• scoring tool for subjective assessments
• a rating system by which a teacher can determine the level
of proficiency
• While preparing rubrics, a set of criteria and standards is
developed linked to learning objectives
• allows grading simpler and more transparent.
• One can either utilize previously developed rubrics or
create one’s own.
• provides ground for self-evaluation, reflection and peer
review.
• can be created for any content area
• an ongoing part of the whole teaching and learning
process.

58. CATEGORY 4 3 2 1
Contributions Routinely provides useful ideas
when participating in the group
and in classroom discussion. A
definite leader who contributes
a lot of effort.
Usually provides useful ideas
when participating in the group
and in classroom discussion. A
strong group member who tries
hard!
Sometimes provides useful
ideas when participating in the
group and in classroom
discussion. A satisfactory group
member who does what is
required.
Rarely provides useful ideas
when participating in the group
and in classroom discussion.
May refuse to participate.
Quality of Work Provides work of the highest
quality.
Provides high quality work. Provides work that occasionally
needs to be checked/redone by
other group members to ensure
quality.
Provides work that usually
needs to be checked/redone by
others to ensure quality.
Time-management Routinely uses time well
throughout the project to
ensure things get done on time.
Group does not have to adjust
deadlines or work
responsibilities because of this
person's procrastination.
Usually uses time well
throughout the project, but may
have procrastinated on one
thing. Group does not have to
adjust deadlines or work
responsibilities because of this
person's procrastination.
Tends to procrastinate, but
always gets things done by the
deadlines. Group does not
have to adjust deadlines or
work responsibilities because
of this person's procrastination.
Rarely gets things done by the
deadlines AND group has to
adjust deadlines or work
responsibilities because of this
person's inadequate time
management.
Problem-solving Actively looks for and suggests
solutions to problems.
Refines solutions suggested by
others.
Does not suggest or refine
solutions, but is willing to try out
solutions suggested by others.
Does not try to solve problems
or help others solve problems.
Lets others do the work.
Attitude Never is publicly critical of the
project or the work of others.
Always has a positive attitude
about the task(s).
Rarely is publicly critical of the
project or the work of others.
Often has a positive attitude
about the task(s).
Occasionally is publicly critical
of the project or the work of
other members of the group.
Usually has a positive attitude
about the task(s).
Often is publicly critical of the
project or the work of other
members of the group. Often
has a negative attitude about
the task(s).
Focus on the task Consistently stays focused on
the task and what needs to be
done. Very self-directed.
Focuses on the task and what
needs to be done most of the
time. Other group members
can count on this person.
Focuses on the task and what
needs to be done some of the
time. Other group members
must sometimes nag, prod, and
remind to keep this person on-
task.
Rarely focuses on the task and
what needs to be done. Lets
others do the work.
Preparedness Brings needed materials to
class and is always ready to
work.
Almost always brings needed
materials to class and is ready
to work.
Almost always brings needed
materials but sometimes needs
to settle down and get to work
Often forgets needed materials
or is rarely ready to get to work.
Pride Work reflects this student's
best efforts.
Work reflects a strong effort
from this student.
Work reflects some effort from
this student.
Work reflects very little effort on
the part of this student.
Monitors Group Routinely monitors the
effectiveness of the group, and
Routinely monitors the
effectiveness of the group and
Occasionally monitors the
effectiveness of the group and
Rarely monitors the
effectiveness of the group and

59. Role of Teacher
• One of the many sources of knowledge
• Facilitator
• Cognitive Guide
• Co-learner