WEEK TWO REFLECTIONS: PEDAGOGICAL PRINCIPLES

Pedagogical Principles are modelled from the Productive Pedagogies framework. They are as follows:

1. Facilitating deep knowledge through higher-order thinking.

2. Facilitating collaborative learning in which conversations are important.

3. Supporting students in knowing how they learn best.

4. Planning learning that is problem-based, and situated in real-life contexts.

5. Is relevant to students, and connects to their background knowledge.

6. Supports learning that is owned, controlled and managed by students themselves.

7. Is socially supportive, engaging, and values cultural knowledges.

8. Is supportive of the development of active citizenship, and strong group identity. 

In common language, the Pedagogical Principles are a set of guidelines and strategies for teachers to apply, in order to enhance our teaching practices, facilitate the development of students’ intellectual abilities, and ultimately improve student outcomes; they set a benchmark for the best practice for teachers.

Source: https://www.proprofs.com/training/blog/what-is-a-flipped-classroom/

The standard of pedagogical practices at university have been varied. Units related to education and teaching have demonstrated most of the Pedagogical Principles, delivering access to multiple aspects encompassed in the higher-order thinking, supportive learning spaces and connectedness principles, providing a fantastic learning experience. Some discipline units however, have not revealed Pedagogical Principles or associated teaching practices, and in turn have only generated teaching and learning at a memory-recall – comprehension – application – examination level. The absence of substantive conversation and social support is prominent in some units, creating a learning space much like the traditional classroom, with a “chalk and talk” style, bar the inclusion of Moodle, PowerPoint slides and the Zoom application.

 

Upon witnessing multiple teachers in a high school setting whilst working in learning support, one specific example of woeful pedagogy stands out. In a Maths class, students were made to sit separately and were given worksheets, for entire lessons. There was no explicit instruction, nor even any “chalk and talk”, it was simply a case of… come in, sit down, take out a book and pencil, and photocopied worksheets will continually be provided. This Year 7 and 8 class was a Special Education class; students were bored and desperate to use their hands, bodies, and minds! From experience with these students in their other classes, they knew how to use technology very well, and loved doing so! Had the teacher utilised a) aspects of the Pedagogical Principles and b) digital technology in the classroom, behaviour issues could have been avoided and positive outcomes achieved.

When learning in the core university units, most if not all of the Pedagogical Principles are present and utilised very well. The intellectual quality exhibited and expected is undoubtedly very high, and the supportive learning environment and connectedness that is provided makes education meaningful. Take this unit for example, and specifically this task – I am in control of this blog and thus, I manage this important aspect of my learning. 

Both Judy Willis and Sir Ken Robinson address the need for education to be personalised and tailored to individuality that thus incites creativity. As Judy Willis describes, when a child is bored, unstimulated, disconnected or feeling unsafe, their brain enters a state of stress and in that state, learning cannot occur. When students possess autonomy of their learning, together with collaborative classroom teaching that incorporates the Pedagogical Principles, learning will occur. For the modern, contemporary learner, the incorporation and effective use of digital technologies in the classroom (or outside even!) only enhances those positive learning outcomes.

Students come from different backgrounds, and in secondary school settings, they are preparing themselves for a diverse and varied range of professions and lifestyles; planning for individualised and socially supportive, valued learning creates a safe, inclusive environment suited to contemporary, “real-world” learners. Knowing students, how they learn, and what they already know, is vital, in order to provide education that is relevant and meaningful.

As a student of the 90’s, most Pedagogical Principles were not obvious. Academic engagement was consistently strived for by teachers however due to teaching in a “chalk and talk” style, engagement was most often absent, and students, including myself, off-task. As a university student, these Pedagogical Principles have been evident, however mostly in core Education units; subject disciplines exhibit some of the principles, and although the lecturers are incredibly intelligent and impart deep knowledge, principles related to a supportive classroom environment and connectedness, are sometimes lacking. As a teacher’s aide (I consider this a teaching traineeship of sorts), most Pedagogical Principles were observed, though some classroom teachers applied none in the three years I was there – these were fantastic lessons in “what-not-to-do”.