Art of Teaching (Pedagogy)

Dr. Mitra Mesgar

Head of
English Department

mitra@must.edu.com
 What is teaching?
• Teaching is a process intended for learning
by inducing a behavioural change in the
taught.

• It is an art of communicating a message with

impact on audience.

• Pedagogy is an art or profession of teaching.

 Teaching process
• Teacher Message Taught

• Well (CABS)
prepared CLEAR, SENSITIZED
AND RECEPTIVE
ACCURATE
BRIEF
SPECIFIC

• No
Communication
barriers
 TYPES OF TEACHING
• ACTIVE
• PASSIVE
• LEARNER ORIENTED
• TEACHER ORIENTED
 Teaching methods
1. Lecture
2. Lecture discussion
3. Seminar
4. Symposium
5. Panel discussion
6. Group discussion
7. Tutorials
8. Role play
9. Integrated teaching (horizontal and vertical)
10. Talking point sessions
11. Workshops
12. Conferences
 Pedagogy
in MIT University

Philosophy of Building Autonomous

Curriculum
Vision behind Curriculum
Formation

 Flexibility in learning
 Industry oriented curriculum design
 Overall development of the students
 MIT pedagogy models
 Teaching Duet Pedagogy

 The BLOSSOMS video modules are not intended to replace an existing

curriculum but rather to enhance the teaching of certain lessons by the
lively video presence of a gifted “guest teacher".

 MAPS Pedagogy ( Modeling Applied to Problem Solving)

 uses general physical Models to present the basic physical principles of

Newtonian mechanics.

 DOCC (Distributed Online Collaborative Course )model of pedagogy

 enables instructors engaged in feminist pedagogy to connect with each

other and use technology to bring students and faculty from many different
locations into shared dialogue.
 MAPS Pedagogy
( Modeling Applied to Problem Solving)

Declarative and procedural knowledge of Newtonian Mechanics is organized into

Models:

 students classify problems under the appropriate instructor-generated Model by

selecting a system to consider and describing the interactions that are relevant to
that system.
 This strategy helps students represent a given physical situation in a manner that
suggests the applicability of a particular basic Model.
 These models function as cognitive “chunks” that link the many disparate facts
and formulae related to a particular concept.
 Teaching Duet Pedagogy
BLOSSOMS
Below see the implementation of a BLOSSOMS lesson in a
Chemistry class at the Muar Science School in Johor,
Malaysia.
 DOCC ( Distributed Open Collaborative Course)
Enacts a collaborative EXPERIMENT in the use of online pedagogies. It
represents a feminist retooling of the popular genre of networked learning
called MOOCs (Massive Open Online Courses)

• Recognizes and engages expertise DISTRIBUTED throughout a network;

• Affirms that there are many ways and methods of LEARNING;
• Embodies COLLABORATIVE peer-to-peer communication modes and learning activities;
• Respects DIVERSITY, SPECIFICITY, and DIFFERENCES among people and in bandwidth across networks;
• Encourages the collaborative creation of an HISTORICAL archive;
 HOW Conclusion Example

flexibility in learning offering elective courses to
the students at various levels
enable students to learn and Along with the Engineering
apply the latest technology in courses:
industry •Psychology
• Sociology
•Environmental Science

industry oriented
curriculum design

overall
development of the
students
 5E Learning Model
Flow of Core-problem

Engage Explore Explain Extend Evaluate

• Focus • Guide students • Analyze the • Expand • Informal and
• Attention to think, plan, learning and • Solidify formal
• Stimulate investigate and deepen conceptual • Understand modalities
organize and understanding and apply to
• Think
collect real-world
• Access prior information
knowledge situations
 5E Learning Model
Flow of Core-problem
• The 5 E's is an instructional model based on the constructivist approach to learning, which says that learners build or construct
new ideas on top of their old ideas. The 5 E's can be used with students of all ages, including adults. Constructivism is a learning
strategy that draws on students' existing knowledge, beliefs, and skills. With a constructivist approach, students synthesize new
understanding from prior learning and new information.
• The constructivist teacher sets up problems and monitors student exploration, guides student inquiry, and promotes new patterns
of thinking. Working mostly with raw data, primary sources, and interactive material, constructivist teaching asks students to work
with their own data and learn to direct their own explorations. Ultimately, students begin to think of learning as accumulated,
evolving knowledge. Constructivist approaches work well with learners of all ages, including adults.

• Recently, two more E’s have been added to the model. Elicit was added to the Engage part which adds the important step of
accessing students’ prior knowledge. This is an important part of getting kids ready to learn. And “extend” was added to the
elaborate component as a way to get kids to transfer some of their knowledge into other learning opportunities. This important
part is how students will ultimately connect their learning in science to the world, starting with other school subjects, and beyond
that to the working world. We need to show our students how the concept or skills is practical or useful in real life. That’s why the
“extend” was added.

• Notice that the arrows go back and forth in this model, of course indicating that learning is a cycle not a linear list of steps.
 5E Learning Model
- Planning tool for Instructors

 This model has been used to develop many BSCS curricular

materials and textbooks for science teaching and learning
as well as for aspiring k-12 teachers.
 This model is based on both:
 Conceptual change model of learning
 Constructivist view of learning.
 Strategies for using the 5E Model in
Engineering!!

 This 5E model is a wonderful tool that could be integrated within

any existing course delivery in engineering at the freshman and
the sophomore levels.
 The 5Es provide the framework for utilizing everyday
engineering examples to progress around the learning cycle. In
this process, students are engaged by demonstration of an
everyday example.

Reference: E.A. Patterson et.al., European Journal of Engineering Education, 36(3), 2011, p 211-224
 Everyday Examples in Engineering E3
5E Model embedded!!

VIBRATING RULER
 For Junior Dynamics
 Topic: Free and Forced Vibration
Activity: www.engageengineering.org
 Clamp one end on the bench and flick the free end of the
ruler so that it vibrates. Slide it onto the bench so that the
pitch of the noise changes the frequency will go up.
 Show the students how to equate kinetic and strain energy
to find the natural frequency.
 Ask students to repeat the analysis for a whip aerial with a
ball on the tip.
 ENGAGE Schools!!

 70 schools are currently participating in this program