What are the Pedagogical Principles (defined in the Learning Materials)?
The Pedagogical Principals are defined
as:
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.
Retrieved from: A Guide to Productive Pedagogies (unimelb.edu.au)
What do the Pedagogical Principles mean
to you in common language?
Pedagogical principles mean that as I
continue my degree I need to work out the best teaching pedagogies that suit
me, in order to have a planned approach to teach the students authentically.
This will support student learning and my individual teaching approach. It will
help me form relationships with students where I am confident in my practice.
Consider whether the Pedagogical
Principles make sense to you in terms of your own experience in learning that
has a) been pedagogically sound, and b) been pedagogically woeful?
Throughout my high school, my job as a
Teacher Aid and as a university student I have experienced pedagogical
principles being implemented successfully as well as ineffectively. As a school student, I remember feeling bored
and disengaged through a few of my high school subjects. I feel this was
because of the way teacher was relaying the information and not making it easy
to understand or comprehend, particularly for a student like myself where I
needed extra time to process new information. However, I found ITD and HPE to
be subjects that I enjoyed as the pedagogical principles were sound.
Can you recognise these pedagogies in
the experiences you have identified in the sound category? Elaborate.
Throughout high school, I found that my ITD
and HPE subjects were definitely in the sound category. Firstly, because my
teachers where enthusiastic and made what we were learning interesting.
Secondly, because it was engaging. Finally, because it was relatable to real
life.
Beyond this, can you identify the links
between Judy Willis' knowledge of the brain and learning, Sir Ken Robinson's
perspective on creativity, the needs of your contemporary learners and these
pedagogical principles?
I can identify links between Judy Willis'
Knowledge of the brain and the messages she gives. Her pedagogical ways of
Teaching were aimed at reducing students' boredom during class and encouraging
their engagement. These are similar to Sir Ken Robinson, as he advocates
creativeness and encourages outside the box thinking. These ideas are
inspirational, for they evolve students' higher order thinking. Thus, the
students become more creative and critical thinkers, more engaged and
ultimately become contemporary learners reaching their full potential.
Why is it important to engage social
interaction and prior knowledge, and plan for individualised and socially
supportive, valued learning?
It is important to engage students in
social interaction and use their prior knowledge to develop an understanding of
what student already know and how they can incorporate that into what they are
learning about. Planning for social and individualised interactions, ensures
students can apply every-day knowledge and considerations, making the learning
more approachable and attainable.
Reflect on your experiences of pedagogy
as a learner. How many of these pedagogies are you familiar with?
I am reflecting on my post-school cabinet
making apprenticeship. This is where I remember our teacher using Pedagogy
Principle (2) 'Facilitating collaborative learning in which conversations are
important', when allowing students to work together when using timber. (4)
'Planning learning that is problem-based, and situated in real life
contexts' and (8) 'Is supportive of the development of active citizenship, and
strong group identity' were also seen when we were put in groups to work
collaboratively and come up with solutions to make a timber based product that
would be useful and efficient in real life scenarios.
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