Children, on-line learning and authentic teaching skills in primary education

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Pedagogy & Technology

 

 

 

 

 

The Missing Link?

For the purposes of this project pedagogy taken to be the 'activities that impart knowledge'.   However in the project so far, the team has continually encountered a kind of 'confused black hole' in relation to

  • the specific tasks and activities involved in pedagogy 
  • how these tasks and activities are generally related and organised

 

Thus there are two notions involved:

  • pedagogy as a process (see below)
  • pedagogy as a system

 

Aspects of pedagogy

Pedagogy = teaching for learning 

  • Teaching = scaffolding learning activities + mediation of learning experiences 
  • Learning = (activities ->) experiences + programmed knowledge + questioning insight

 

These come together in the pedagogy as process model according to the various contributions of the teacher and the learner to each 'step' in the process. It is too simplistic to treat the model as if the teacher did some steps and the learner did others.Indeed to a greater or lesser extent both teacher and learner contribute to each task. These contributions may or may not be conscious, agreed and/or intended

 

Some of the outcomes of mediating the learning experience are that

  • the learner can make a greater contribution to each step in the process
  • the learner has greater awareness of each step...

 

And where does technology fit in?

  • Technology is used in activities: in doing things
  • Activities use resources such as tools (embedded technology), information, materials....
  • Activities contribute to the completion of tasks
  • Tasks are undertaken in order to achieve a result or outcome
  • Pedagogy is intended to provide knowledge, experiences and insights that result in learning, that is,

 

Summary:   

Technology -> activities -> tasks -> (products + experiences -> learning) -> outcomes

 

Pedagogy as process

Processes are made up of various related tasks and activities. A basic set of  'generic pedagogical tasks' has been assumed at this stage of the project.  Not all the following steps are necessarily explicit in all teaching and learning.

 

 

 

1. Establish rapport as the basis of  working relationships

  • establish trust, develop shared overall purposes and distribution of responsibilities as a basis for ongoing negotiation of
    • control
    • affection 
    • and inclusion

2. Choose a learning focus  

  • achieve an agreed specific purpose for the efforts to follow
  • address several dimensions of learning: hopes, needs, interests, benefits

3. Check on prior learning:

  • check on hopes, needs, knowledge and experience
  • establish a sound basis and starting point for new learning
  • establish the zone of proximal development (ZPD) ...more
  • make existing knowledge and skills more readily available  
  • experience provides a basis for future learning and for independent checking thinking against reality 
  • saves on rework 

4. Design learning task and make provision

  • make purposes (hopes and expectations) and policies explicit
  • specify activities and schedules ...
  • include means of knowing about progress and achievement
  • organise and assign requirements (resources, permissions & responsibilities...)

5. Undertake Learning Task (Do it !!)

  • teacher and/or student provide scaffolding for the learning activity
  • learners act and acquire, process and (re)present information
  • (#) monitor progress with the task and activities
  • teachers mediate students' undertaking the learning task

6. Check on learning: (*) Assessment and evaluation

  • reflect on activities, processes, products, experience and learning:
  • knowledge & skills acquired
  • effectiveness of learning processes used
  • self as learner (insights)

7. Explore transference of learning

 

The above leads attention to teacher and student actions and thus to action learningteacher skills and scaffolding and mediation

 

Interpretation and application

The balance and emphasis given to the contributions of teacher and learner at each step in the above may vary significantly.  

  • The process model can be understood as consistent with other contemporary frameworks such as Powerful Pedagogies
  • Similarly the model can also be understood as consistent with very traditional and/or allegedly authoritarian styles of teaching.
 

  

 

This site is maintained by Ivan Webb  phone 03 6324 3492
University of Tasmania