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Abstract:
Educators, researchers, and policy makers have advocated student involvement for some time as
an essential aspect of meaningful learning. In the past twenty years engineering educators have
implemented several means of better engaging their classroom students, including active and
cooperative learning, learning communities, service learning, cooperative education, inquiry and
problem-based learning, and team projects.
In recent years interest has grown in pedagogy within English-language discussions of education.
The impetus has come from different directions. A common way of approaching pedagogy is as
the art and science (and maybe even craft) of teaching. As we will see, viewing pedagogy in this
way both fails to honor the historical experience, and to connect crucial areas of theory and
practice. Here we suggest that a good way of exploring pedagogy is as the process of
accompanying learners; caring for and about them; and bringing learning into life. This paper is
concerned mainly with the practical operationalization of learner autonomy and its implementation in the
classroom.
Introduction
What is Pedagogy?
Pedagogy is the science and art of education, specifically instructional theory. An instructor
develops conceptual knowledge and manages the content of learning activities in pedagogical
settings. These theorists have laid a foundation for pedagogy where sequential development of
individual mental processes, such as recognize, recall, analyze, reflect, apply, create, understand,
and evaluate, are scaffold. Students learn as they internalize the procedures, organization, and
structures encountered in social contexts as their own schema. The learner requires assistance to
integrate prior knowledge with new knowledge. Children must also develop metacognition, or the
ability to learn how to learn.
The key difference between learner-centered and traditional curriculum development is that, in
the former, the curriculum is a collaborative effort between teachers and learners, since learners
are closely involved in the decision-making process regarding the content of the curriculum and
how it is taught.
Structured lessons
Clear presentations
Appropriate pacing
Modelling skills
Conceptual mapping
Interactive questioning
Individual/group practice
Assessment and diagnosis
Matching learning tasks to student attributes
Content of Pedagogy:
Education includes the nurture of the child and, as it grows, its culture. The latter is firstly
negative, consisting of discipline; that is, merely the correcting of faults. Secondly, culture is
positive, consisting of instruction and guidance (and thus forming part of education). Guidance
means directing the pupil in putting into practice what he has been taught. Hence the difference
between a private teacher who merely instructs, and a tutor or governor who guides and directs
his pupil. The one trains for school only, the other for life.
Following are content of successful pedagogy
Content of Pedagogy
INVOLVES
APPROAC
H Learner training
Strategy instruction
Self-access
Language advising
or language counselling
Specific tools
In many classrooms, learners are simply given scores that indicate their general levels, but not
always individualized profiles of their strengths and weaknesses, including their learning needs.
More importantly, learners individual needs often do not directly inform classroom practice and
learners may be forgiven for wondering what the relation is between their learning and the
teachers teaching. It is surprising how often learners have no clear idea of their language needs,
and the discrepancies that exist between what learners think they need and where their actual
weaknesses lie. Equally worryingly, many learners have little idea of their learning needs In other
words: they have little knowledge of their strengths and weaknesses as language learners. They
may know,
For example, that they need to improve their writing skills, but may not know that they are poor at
learning with and from others, which is a learning skill, and one that will affect their success in
writing.
Planning learning
Reflection
Motivation
Interaction
Monitoring Progress
Practice
Selecting resource
Selecting strategies
Learning Stages
Teacher Directed
Learn Directed
Identifying needs
Setting goals
Contextually determined,
relatively flexible
Contextually determined. Very
flexible.
Selecting resources
Selecting learning
strategies
Provided by teacher
Teacher models and
instructions.
Self-selection by learners
Self-selection by learners
Practice
Planning learning
Self-assessment, reflection
system and provide the perspective within which teacher education programmes need to
be viewed
Perhaps the strongest conclusion that can be made is the least surprising. Simply
put, the greater the students involvement or engagement in academic work or in the
academic experience of college, the greater his or her level of knowledge acquisition
and general cognitive development If the level of involvement were totally
determined by individual student motivation, interest, and ability, the above
conclusion would be uninteresting as well as unsurprising. However, a substantial
amount of evidence indicates that there are instructional and programmatic
interventions that not only increase a students active engagement in learning and
academic work but also enhance knowledge acquisition and some dimensions of
both cognitive and psychosocial change
How to apply pedagogical framework in Classroom
Various Commissions and Committees appointed by the Central and the State Governments in
recent decades have invariably emphasised the need for quality teacher education suited to the
needs of the educational system. The Secondary Education Commission (1953) observed that a
major factor responsible for the educational reconstruction at the secondary stage is teachers'
professional training. The Education Commission (1964-66) stressed that 'in a world based on
science and technology it is education that determines the level of prosperity, welfare and
security of the people' and that 'a sound programme of professional education of teachers is
essential for the qualitative improvement of education.'
Bibliography:
http://en.wikipedia.org/wiki/Pedagogy
http://en.wikipedia.org/wiki/Experiential_education
http://www.ce.umn.edu/~smith/docs/Smith-Pedagogies_of_Engagement.pdf
http://ro.ecu.edu.au/cgi/viewcontent.cgi?article=1454&context=ajte
http://education.qld.gov.au/curriculum/pdfs/pedagogical-framework-faqs.pdf
http://infed.org/mobi/what-is-pedagogy/#pedagogues
http://www.ncte-india.org/pub/curr/curr.htm#21
http://www.oecd.org/education/school/31672150.pdf