5 Pedagogical Approaches

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PEDAGOGICAL APPROACHES5 PEDAGOGICAL APPROACHESActivity: (Group)Read the text.Identify the pedagogical approach used.Explain your answer briefly.Present your output.

5 PEDAGOGICAL APPROACHES5 PEDAGOGICAL APPROACHES Collaborative Learning Constructivist Learning Inquiry-Based Learning Integrative Learning Reflective Learning5 PEDAGOGICAL APPROACHES(1) COLLABORATIVE LEARNING

5 PEDAGOGICAL APPROACHES










5 PEDAGOGICAL APPROACHESResources MenuWhy develop assessments first?Benefits of collaborationAssessing communicationAssessment recommendations5 PEDAGOGICAL APPROACHESWhy develop assessments first?

Assessment must align with performance objectives (Dick, Carey, & Carey, 2005 p. 146)Begin with the end in mind The second habit of highly effective people - Stephen Covey

5 PEDAGOGICAL APPROACHESResources Benefits of collaborationSome studies show no benefit to collaboration (Yetter et al., 2006; Golbeck & Sinagra, 2000) In several of those studies, prior knowledge was not demonstrated by participantsResearch in children demonstrated that learners who scored low on a pre-test benefited on a post-test from peer collaborations with learners who had scored higher. (Fawcett & Garton, 2005) 5 PEDAGOGICAL APPROACHESResources: Assessing communicationCommunication correlates with effectiveness of the discovery process in collaborative learning (Saab, van Joolingen, & van Hout-Wolters, 2005) The authors identified examples of communicative activities (next slide)

5 PEDAGOGICAL APPROACHESResources: Assessing Communication

5 PEDAGOGICAL APPROACHESResources: AssessmentRecommendations (summarized from Macdonald, 2003)Collaborative learning activities should be tied to course assessmentIf technical skills are developed during the lesson, then their practice must be written into the assessmentThe inclusion of skills development may impose additional time burdens on the students, and may reduce the amount of course content which can be coveredA series of activities linked to assessments can help students acquire necessary skillsTo assess collaboration, students may need to develop additional skills including peer review, time management and task negotiation. These new skills may need to be awarded through assessmentThe assessment criteria should clearly define the goals of the task, and the relative weight attributed to individual and group processes.5 PEDAGOGICAL APPROACHES

5 PEDAGOGICAL APPROACHES(2) CONSTRUCTIVISM

5 PEDAGOGICAL APPROACHESCONSTRUCTIVISMLearners communicate with each other, and share their understandings, feelings, knowledge, and experience, to come up with new knowledge.The teacher becomes the facilitator, and the Learners are encouraged to interact, exchange views and experience and co-construct meaning and knowledge that is based on their needs (still with the teachers intervention.)5 PEDAGOGICAL APPROACHES






5 PEDAGOGICAL APPROACHESVisual Metaphor for LearningDo you agree with this?

5 PEDAGOGICAL APPROACHESDefinition of LearningLearning is an active process in which learners construct their own meaning based on prior knowledge and experience.5 PEDAGOGICAL APPROACHESRoots of ConstructivismPiagetVygotsky5 PEDAGOGICAL APPROACHESTypes of ConstructivismIndividual ConstructivismSocial Constructivism5 PEDAGOGICAL APPROACHESRole of Prior Knowledge

5 PEDAGOGICAL APPROACHESPrior KnowledgeSchemas Draw a house!ScriptsPersonal theoriesInterpretations5 PEDAGOGICAL APPROACHESHouses

5 PEDAGOGICAL APPROACHESTop-down v. Bottom-up

5 PEDAGOGICAL APPROACHESConceptual ChangeEasy or difficult? Why?Example5 PEDAGOGICAL APPROACHESPromoting Change1. Identify existing misconceptions before instruction begins.2. Convince students that their existing beliefs are inadequate.3. Motivate students to learn correct explanations.4. Monitor what students say and write for persistent misconceptions. 5 PEDAGOGICAL APPROACHESJerome BrunerTo instruct someone... is not a matter of getting him to commit results to mind. Rather, it is to teach him to participate in the process that makes possible the establishment of knowledge. We teach a subject not to produce little living libraries on that subject, but rather to get a student to think mathematically for himself, to consider matters as an historian does, to take part in the process of knowledge-getting. Knowing is a process not a product.5 PEDAGOGICAL APPROACHESProcess of EducationStructureReadinessIntuitionMotivation5 PEDAGOGICAL APPROACHESReadiness

5 PEDAGOGICAL APPROACHESHow?

5 PEDAGOGICAL APPROACHESImplicationsChildren should be provided with study materials, activities, and tools that are matched to and capitalize on their developing cognitive capabilitiesIncorporate all three methods into instruction where possible. 5 PEDAGOGICAL APPROACHESImplicationsPresent others ideasEmphasize conceptual understandingPromote dialogueCreate a community of learners5 PEDAGOGICAL APPROACHESThe 5 EsEngageExploreExplainElaborateEvaluate5 PEDAGOGICAL APPROACHESEngage:Capture the students attention, stimulate their thinking and help them access prior knowledge.Possible activities may include the following:Demonstration (teacher and/or student).Show an intriguing movie clip or live web cam(http://www.earthcam.com/)Reading from a current media release or piece of literature.Explore:Give students time to think, plan, investigate and organize collected information.Possible activities may include the following:Reading authentic resources to collect information to answer an open-ended question or to make a decision.Solving a problemCreating a graphic organizerInvestigation (design and/or perform).5 PEDAGOGICAL APPROACHESExplain:Involve students in an analysis of their explorations. Use reflective activities to clarify and modify their understanding.Possible activities may include the following:Student analysis and explanation.Supporting ideas with evidenceStructured questioning.Reading and discussion.Thinking skills activities (comparing, classifying, abstraction, error analysis).Elaborate:Give students the opportunity to expand and solidify their understanding of the concept and/or apply it to a real-world situation.Possible activities may include the following:Problem solvingDecision-makingExperimental inquiryThinking skill activities (comparing, classifying, abstraction, error analysis).5 PEDAGOGICAL APPROACHESEvaluate:Evaluate throughout the lesson. Present students with a scoring guide at the beginning. Scoring tools developed by teachers (sometimes with student involvement) target what students must know and do. Consistent use of scoring tools can improve learning.Possible activities may include the following:Development and implementation of scoring tool to measure student performance during activities.Involvement of students in scoring-tool development. Such involvement may help students understand teacher expectations and allow students to set high standards for performance.5 PEDAGOGICAL APPROACHES


(3) INQUIRY-BASED LEARNING5 PEDAGOGICAL APPROACHES















5 PEDAGOGICAL APPROACHES(4) INTEGRATIVE LEARNING




5 PEDAGOGICAL APPROACHESTeacher and Student Roles in the Integrative ModelIntegrative ModelPhasesTeacher RoleStudent RoleDescribe, compare,and search forpatternsTeacher asks students to describe, compare, and search for patterns in the content examined by students. Teacher guides students through this phase by creating (or co-creating or asking students to create)graphic organizers to scaffold students understanding and recording of information.Students analyze the content by describing, comparing, and searching for patterns in the content studied. They (or the teacher) enter data/information into graphic organizers developed by the teacher or students, or co-developed by the teacher and students. (Note: Either the teacher or students record data in graphic organizer.)5 PEDAGOGICAL APPROACHESIntegrative ModelPhasesTeacher RoleStudent RoleExplain similaritiesand differencesTeacher asks students to explain similarities and differences.Students explain similarities and differences in the content studied and substantiate their ideas using data from the graphic organizer.Hypothesize outcomesfor differentconditionsTeacher asks students to hypothesize outcomes based on different conditions.Students form hypotheses of possibleoutcomes related to the content studied and based on different conditions.Generalize toform broadrelationshipsTeacher asks students to generalize their conclusions.Students generalize their understanding to demonstrate understanding of the broad relationship between content studied.5 PEDAGOGICAL APPROACHESOutline of the Integrative Model Lesson StepsIntegrative Model StepsIntegrative Model LessonDescribe, compare, and search for patternsAfter engaging with a variety of materials to learn about various topics and recording their learning in a graphic organizer, students describe, compare, and search for patterns among all of the data in the graphic organizer that was co-developed by the class and teacher.Explain similarities and differencesThe teacher asks students to work with partners and then the whole class to explain the similarities and differences identified.Hypothesize outcomes for different conditionsThe teacher asks students to make educated guesses about how things might have been different under different conditions. Tip: The teacher should craft questions before the lesson in the event that students have a tough time formulating hypotheses.Generalize to form broad relationshipsThe teacher asks students to share their big ideas about the topic. Students share their inferences regarding their research first with their partners and then with the class as a whole. 5 PEDAGOGICAL APPROACHESIntegrative Model Lesson PlanExampleLesson ContextGrade level(s): SecondContent area: Social StudiesPHYSICAL TEAC HING ENV IRON MENT : This lesson will be taught in a regular classroom.App lication of revised Blooms taxonomy : Students move from the lower levels of the revised Blooms taxonomy (i.e., remember, by describing the different characteristics of the American Indian tribes studied) to the higher levels (i.e., evaluate, by forming generalizations about American Indians).5 PEDAGOGICAL APPROACHESGoal(s): Students will gain an understanding of American Indian tribes and culture in the United States.Standard(s) Addressed:National Curriculum Standards for Social Studies:Learners will understand the following: Culture: Culture refers to the behaviors, beliefs, values, traditions, institutions, and ways of living together of a group of people. Culture: Concepts such as: similarities, differences, beliefs, values, cohesion, diversity. Time, Continuity, and Change: The study of the past is the story of communities, nations, and the world. Time, Continuity, and Change: That historical events occurred in times that differed from our own but often have lasting consequences for the present and future. People, Places, and Environments: The theme of people, places, and environments involves the study of location, place, and the interactions of people with their surroundings. People, Places, and Environments: Factors that contribute to similarities and differences among peoples locally and in places across the world, including ethnicity, language, and religious beliefs. Individuals, Groups, and Institutions: The theme helps us know that people belong to groups and institutions that influence them and by which they are influenced

5 PEDAGOGICAL APPROACHESObjective :1. Students will describe and compare at least four American Indian tribes from different regions of the United States by completing a graphic organizer.2. Students will explain the identified similarities and differences between AmericanIndians from different regions of the United States.3. Students will hypothesize and substantiate outcomes about American Indians fromdifferent regions of the United States.4. Students will make generalizations about American Indians from different regions ofthe United States.

Estimated time: Three to five class periodsMaterials needed: Books about American Indians for research Graphic organizer handout (Worksheet 13-1 in Appendix C) Computer and projectorPrerequisite skills: Students should be able to read and comprehend text at the second-grade level as well as understand major vocabulary, know how to read a basic map, understand directions on a map, and comprehend how to form hypotheses and generalizations.5 PEDAGOGICAL APPROACHESLesson ProceduresAnticipatory Set (Introduction)Motivation: Ask students to draw (individually) what they believe American Indians look like and the type of home they might live in. Ensure that they do not share their drawings with anyone until after they are done.Information: Inform students that for several class periods they will be learning about American Indians, often also called Native Americans. They will be doing a special lesson that helps them organize all the information they will learn so that they can compare the different tribes, explain the similarities and differences, make guesses about how things might have been different, and, finally, make some conclusions about American Indians.Connection: Ask students to share and discuss their drawings. Ask them to explain why they depicted the American Indians as they did. Tell students that they will be studying several American Indian tribes and learning about how interesting and different they were. Each student will receive a notebook for keeping track of their learning and reflections on it.5 PEDAGOGICAL APPROACHESPhase 1: Describe, compare, and search for patterns

Together with students, the teacher examines a variety of resourcesbooks, websites, videos, and journal transcriptionsto gather information about different Indian tribes. As students engage with these materials, the teacher asks them to complete a graphic organizer about American Indian tribes that he also completes on a computer and simultaneously projects for all to see.As a class, the teacher models how to complete the graphic organizer. Some students fill out sections on their own, and others need help by seeing the teacher model it.The teacher hands out a sheet with several questions. Students are asked to describe and compare the information collected in the graphic organizer by answering the following questions in pairs:

1. What are some of the major American Indian tribes that reside in the United States?2. Where do or did they live?3. From which language family did their language originate?4. What was their lifestyle?

As students discuss their answers, the teacher asks them to refer back to the graphicorganizer they created together. As they answer, he records their ideas under each questionusing multimedia presentation slides. On each slide, the teacher types the details of their answers while also noting who answered the question.5 PEDAGOGICAL APPROACHESPhase 2: Explain similarities and differencesThe teacher asks students to examine the matrix and verbalize some comparisons and patterns between the different American Indian tribes, such as where they lived in the United States, what type of home they had, and so on. Then, the teacher asks students to explain the similarities and differences by asking questions like How can you explain their lifestyle (e.g., of hunting and gathering)? In what ways are they different? Alike? Explain.

Phase 3: Hypothesize outcomes for different conditionsAfter this discussion, the teacher asks the students to devise hypotheses of what might have been different if conditions were different. For instance, the teacher might ask students to think about their way of life: How would a Chinooks way of life be different if he or she lived in the Southeast or the Plains? Explain. (Ask students to provide support for their hypotheses by writing them down.) As students reply, the teacher should type studentsresponses on the computer (or overhead).5 PEDAGOGICAL APPROACHESPhase 4: Generalize to form broad relationshipsAsk students to form broad generalizations or big ideas that summarize their learning about American Indians. Be sure to ask them to substantiate their inferences by referring back to the graphic organizer they completed together as a class. Examples of possible student responses are the following: Not all American Indians are the same, and American Indians lives depended on where they livedif they lived near the water, they were usually fishermen.

Closure: The teacher asks students to summarize in small groups what they have learned about American Indians by (1) discussing what they have learned, (2) writing a short summary of their learning about American Indians, and (3) sharing with the class the group summary.5 PEDAGOGICAL APPROACHESASSESSMENT

Formative assessment Teachers could check students understanding of the concepts about American Indians as they study the unit. The creation of a graphic organizer on their own with certain facts is a low-key way to conduct formative assessment of students comprehension.

Summative assessment Students could create a recorded podcast educational segment to teach their families (and possibly also students in other grades) about what they learned about American Indians.5 PEDAGOGICAL APPROACHES


5 PEDAGOGICAL APPROACHESREFLECTIVE LEARNING













5 PEDAGOGICAL APPROACHESReflective Teaching REMEMBERING, THINKING ABOUT, and EVALUATING a learning experience.

5 PEDAGOGICAL APPROACHESThe Reflective Teacher:

Understands the things that influence the way he (or she) teaches. Things such as:

1. Practical theories about teaching 2. the teaching context (class size, student language levels, access to technology, textbooks, curriculum. . .) 3. knowledge, attitudes, values5 PEDAGOGICAL APPROACHESWhat does a Reflective Teacher do?

Solves problems in the classroom

Is aware of the assumptions he or she brings to teaching

Understands the institutional and cultural context of his or her teaching

Participates in curriculum development and school change

Seeks professional development opportunities

5 PEDAGOGICAL APPROACHESAssumptions of Reflective Teaching TheoryReflective teachers are knowledgeable about pedagogy (methods and theories of teaching) We can learn a lot about teaching from self-inquiry

Much of what happens during teaching is unknown to the teacher

Experience is not enough to grow as a teacher

Reflection can give us a deeper understanding of the teaching process


Results of becoming Reflective TeachersTeachers develop a deeper, better schemata of teaching.

Teachers have better pedagogical reasoning skills

Teachers are better at improvisation in the classroom

Teachers become better decision makers in the classroom because they know what can influence learning outcomes.


The Process of Reflective TeachingI. Recollect (remember) or map a teaching event.

1. What do I do when I teach? 2. What do I believe about teaching?

We map a teaching event by observing and collecting evidence.5 PEDAGOGICAL APPROACHESHow to observe and collect evidencePeer observation Same lesson, four ways: Video recording Keeping a journal Student surveys Student notebooks and tests


The Process of Reflective TeachingII. Inform, question, and evaluate

A. What does my evidence show me? B. What inconsistencies are there between my beliefs about good teaching and what I actually do in the classroom? C. How might I teach differently?

Analyze the mapping, the collected evidence 5 PEDAGOGICAL APPROACHES

The Process of Reflective TeachingIII. Act

A. Dont just think about your teaching, do something to make it better B. But do not act before reflecting C. Let your action be informed by reflection 5 PEDAGOGICAL APPROACHESAction Research After reflecting (observing/gathering evidence) and analyzing the evidence, identify one problem or area of teaching you want to act on

For example:

1.Students have problems doing oral presentations 2.Students dont seem to revise their essays after I correct them. 3.Students only speak Japanese (rather than English) when I ask them to work in groups.

5 PEDAGOGICAL APPROACHESAction Research I. Identify problem II. Make the problem more concrete, something that can be changed, improved

For example:

From: Students have problems doing oral presentations To: What skills can I give my students to make them more effective presenters?

From: Students dont revise their essays after I correct them. To: Are there teaching techniques that would promote revision strategies in writing? 5 PEDAGOGICAL APPROACHESAction Research III. Research the problem

A. Talk to colleagues B. Attend conferences C. Read articles or books D. Review your mapping again

IV. Prepare an Action Plan A. Draw conclusions from your research B. Brainstorm solutions C. How will you implement your solution? 5 PEDAGOGICAL APPROACHESAction Research V. Actioncarry out your plan

VI. Record and observe implementation of plan

VII. Reflect critically on your Action What improvements would you make?



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5 Pedagogical Approaches