The document discusses process pedagogy, an approach to teaching writing that focuses on writing as a process rather than evaluating the final product. It emerged in reaction to traditional pedagogies that emphasized strict adherence to writing formats. Process pedagogy believes students are already writers and the classroom should be a workshop where they discover their voice, interests, and writing process through techniques like peer review and revision. Critics argue it lacks structure and fails to teach conventions, while proponents see it as student-centered. The reality is it faces challenges from priorities on assessment and outcomes in today's educational climate.
Materials development stands as a crucial domain within ELT (English Language Teaching). For individuals aspiring to enhance and advance their English skills, the utilization of appropriate materials becomes imperative. Enclosed is a PowerPoint (PPT) file, the culmination of my comprehensive research on this subject, offering a historical overview of Materials development to aid your learning journey.
Helping students learn subject matter involves more than the delivery of facts and information. The goal of teaching is to assist students in developing intellectual resources to enable them to participate in, not merely to know about, the major domains of human thought and inquiry.
These include the past and its relation to the present; the natural world; the ideas, beliefs, and values of our own and other peoples; the dimensions of space and quantity; aesthetics and representation; and so on.
Materials development stands as a crucial domain within ELT (English Language Teaching). For individuals aspiring to enhance and advance their English skills, the utilization of appropriate materials becomes imperative. Enclosed is a PowerPoint (PPT) file, the culmination of my comprehensive research on this subject, offering a historical overview of Materials development to aid your learning journey.
Helping students learn subject matter involves more than the delivery of facts and information. The goal of teaching is to assist students in developing intellectual resources to enable them to participate in, not merely to know about, the major domains of human thought and inquiry.
These include the past and its relation to the present; the natural world; the ideas, beliefs, and values of our own and other peoples; the dimensions of space and quantity; aesthetics and representation; and so on.
Islamic Teacher Education Program's Principles of Pedagogy workshop conducted at ISNA West Education Forum by Shaykh Ramzy Ajem and Dr. Nadeem Memon on January 13th, 2012.
This presentation is for those who are very new to Powerpoints and want to learn the art of making effective PPT's. Also the idea behind making a module, per say, is important and this PPT describes the parameters on which a Basic Training Module can be built. These parameters will help the new comers to get an Idea of how to prepare Training Modules
Model Attribute Check Company Auto PropertyCeline George
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A Strategic Approach: GenAI in EducationPeter Windle
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
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• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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2. Content
• Reflection
• What is Process
Pedagogy?
• How did it begin?
• Key Assumptions
• Description of the
process-oriented
classroom?
• How to achieve process
pedagogy?
• Teaching methods
• Critiques
• Reality in our classrooms
• Summary
• Shared Opinion
• Videos
3. “What is the process we should teach? It is
the process of discovery through language.
It is the process of exploration of what we
know and what we feel about what we know
through language. It is the process of using
language to learn about our world, to
evaluate what we learn about our world, to
communicate what we learn about our
world.”
-Donald Murray,
“Teach Writing as a Process Not Product”
4. What is Process Pedagogy?
• It focuses on writing as a process rather
than a product.
• It is centered on the idea that students
determine the content of the course by
exploring the craft of writing using their
own interests, language, techniques,
voice, and freedom, and where students
learn what people respond to and what
they don't.
5. Process Pedagogy
Believes students should be treated
like real writers.
A course designed with process
pedagogy is centered around the
production of student texts, emphasizing
in-class workshops, conferencing, peer
review, invention and revision
techniques, and reading that supports
these goals
6. How did Process Pedagogy begin?
• As a reaction against the formalism
composition methods, sometimes called
"current-traditional" methods, that
encouraged adherence to established
modes of writing, such as the five-paragraph
essay.
7. Background
• In the late 1970 and early 1980 you were either
one of the process-oriented teachers arguing
for student choice of topics and forms; the
necessity of authentic voice; writing as a messy,
organic, recursive form of discovery, growth,
and personal expression
• or you were a teacher who be-lieved that we
needed to resist process' attack on rules,
conventions, standards, quality, and rigor.
8. What were they called?
If you listened to what each side said
about the other, you were either a soft-headed,
mush-minded mystic clinging to
1960s nostalgia or an old fuddy-duddy
schoolmarm or master clinging to
canned assignments, dying forms, and
outdated autocratic methods
9. Mid -1980’s
Process pedagogy was so prominent that
you were either on the bus or off it.
10. Key Assumption
Students are writers when they come to the
classroom(even in kindergarten) and that the
writing classroom should be a workshop in which
they are encouraged through the supportive
response of teachers and peers to use writing as
a way to figure out what they think and feel and
eventually to "publish" their work to be read and
celebrated by the community of writers they have
become.
11. Key Assumption
The process pedagogy worked
on the assumption that all students
could write if the curriculum were
designed on a pedagogy that built on
the skills, strengths, and interests
students already possessed.
12. Key Assumption
Process teachers did not hate all written
products; they only hated the kind of written
products they claimed the traditional process
inevitably produced-the canned, dull, lifeless
student essay that seemed the logical
outcome of a rules-driven, teacher- centered
curriculum that ignored student interests,
needs, and talents.
14. How to achieve “process writing”?
– Believe that students have something
original to say
– Give them the freedom to choose their own
material
– Show them you are interested in what they
have to say
– Help them gain access to their “real” or
“authentic” voice and perspective
15. Teaching Methods
• Teacher is a facilitator
• Peers interact and share ideas, do
plenty of free writing, explore, edit,
revise and ask for feedback. There is
freedom of choice guided by their
particular interests
• The writing process is divided into neat
stages of prewriting, writing, and
revising.
16. Critiques
• Critics against the process approach:
– This approach was not new or revolutionary but
simply another “step” in the traditional pedagogy
– Suggested that the idea lacked consistency and
structure
– Claimed that proponents of the process
pedagogy were simply looking at “shock” value
– Believed that the process pedagogy was
irresponsible because it failed to teach basic and
necessary skills and conventions
17. Reality
• This orientation encourages us to
facilitate learner choice and individual
development.
• It is challenged by the current educational
climate, which considers accountability
and assessment a priority.
• Discrete features of the communication
and learning processes become pre-specified
learning outcomes, which are to
be observed and assessed.
18. Summary
I threw a tantrum. "I refuse to develop a post-process course," I told
my group mates, "because I refuse to accept the whole premise of this
conference-that process is dead. These courses are fine as electives or as
units within a writing course, but how can anyone seriously argue that they can
replace process pedagogy as our core?"
I could have gone on. I could have said that organizing a course
around a huge collection of readings that are chosen and controlled by the
teacher and that reflect the teacher's interests and agendas sets back
composition pedagogy thirty years-no matter how hip or leftist or progressive
the readings are meant to be. And I could have said, if we learned anything
from Murray, Emig, and Elbow, we know that you don't teach students to write
by telling them that their views on issues that concern them or their narratives
about events that shaped them-their experience caring for a grandparent with
Alzheimer's, their solutions for the problems of homelessness, even their
stories about winning the big game or pulling a great Halloween prank-don't
count as content or count only as naive opinions to be corrected during the
course. Lad Tobin
20. Shared Opinion
There are many language-teaching
methodologies said to be the most
effective, but I think teachers should use
them as tools in their repertoire.
Bell, D. (2009)
21. Videos
Heather Adams discusses process-oriented pedagogy.mp4
Process Pedagogy.mp4
22. References
Bell, D. (2009). Another breakthrough, another baby
thrown out with the bathwater. ELT Journal (63), 255-262.
Oxford University Press.
“Process Pedagogy,” A Guide to Composition
Pedagogies. Eds. Gary Tate, Amy Rupiper, and Kurt
Schick. New York: Oxford UP, 2001: 1-18.
Murray, Donald. Learning by Teaching: Selected
Articles on Learning and Teaching. Portsmouth, NH:
Boynton/Cook, 1982.