Effective Pedagogy Learning & Teaching - …rachanasansad.edu.in/dept/Envior/cooling/img/dr_rk_pandit...Effective Pedagogy Learning & Teaching ... Department of Architecture Madhav

Thoughtful Cooling 9th to 11th January 2015

Curriculum Integration

Effective Pedagogy Learning & Teaching

Dr R K Pandit Professor & Head Department of Architecture Madhav Institute of Technology & Science, Gwalior


“Teachers need to know and understand mathematics in ways directly related to the work of teaching, for example, designing good tasks, diagnosing the difficulties that students are having and managing a productive discussion of mathematics in class.” (Sztajin, Ball and Mcmahon, 2006)

PEDAGOGICAL KNOWLEDGE IS KNOWING THE “Most useful forms of representation of these ideas, the most powerful analogies, illustrations, examples, explanations, and demonstrations-in a word, the ways of representing and formulating the subject that make it comprehensible to others " (Shulman, 1987).


Pedagogy is the art of teaching. What distinguishes teachers from other facilitators of learning is that teachers make the most intensive and systematic use of pedagogy to promote effective and efficient learning as part of the process of education. Teachers need a comprehensive bank of pedagogical skills and teaching aids, along with many other professional/personal qualities. Among the major challenges to pedagogy are: • Promoting relevant, effective and efficient learning in the face of an ever-expanding range of human knowledge. • Ensuring the learner’s ability to relate their learning to the real world. Pedagogy has important role to play in creating holistic understanding of learning and integrating various aspects of the teaching and learning. Technology can play a major role in promoting pedagogy for the facilitation of effective and efficient learning.


Pathways to Instructional Improvement are:

• Increased content knowledge • Increased knowledge of instruction • Increased ability to observe students • Build stronger collegial networks • Connect daily practice to long-term goals • Increase motivation and self-efficacy • Improve quality of lesson plans


The Principles of Learning and Teaching (PoLT) are the forms and framework for describing effective pedagogy. The Principles are central in guiding the development of goals and initiatives in action plan. An important task for PoLT is to develop a shared understanding of the meaning of language with which communication can be developed. The Principles are not meant to be narrowly descriptive but indicate direction in which effective practice of information flow should move. PoLT Principles provide: • Clear picture of effective learning and teaching • Set of strategies and action guidelines for teachers • Basis for auditing teacher practice.


Pedagogical Principles can claim to be the final or complete word on quality learning and teaching. Principles expressed in ways that do not refer directly to particular practices for specific learning areas. Common Strategies look very different in practice for Early and Later Years . Student independence and capability, and relationship with the teacher will affect how each Principle is realised in practice at different stages of learning. Different learning areas will reflect these Principles in different ways. Challenging and supporting students to develop deep levels of thinking immediately raises the question of what ‘deep’ means for different learning areas. Reasoning and problem solving in changes from History, or in Science. Principles provide an opportunity for teachers working in different traditions to develop a common language through which they can explore what is common and what is distinctive about particular learning areas.


Teaching and learning ‘involve a process of engaging minds and opening up awareness for exploration and discovery through acts as:

• Providing information • Explaining concepts • Illustrating principles • Giving examples • Outlining procedures • Demonstrating processes • Advancing arguments • Highlighting points • Asking questions • Giving feedback • Exchanging ideas • Performing tasks


Fundamental and most central to this process are talking and communication through languages. Technologies augment this teaching learning process in various ways. Human communication is central to the process of learning. Technology can facilitate and enhance such communication, it has the potential to improve pedagogy and the quality of education .


Principles of Learning and Teaching

1. The learning environment is supportive and productive. a. Builds positive relationships through knowing and valuing each

student

b. Promotes a culture of value and respect for individuals and their communities

c. Uses strategies that promote students’ self-confidence and

willingness to take risks with their learning d. Ensures each student experiences success through structured

support, the valuing of effort and recognition of their work. .


2. The learning environment promotes independence, interdependence and self-motivation.

a. Encourages and supports students to take responsibility for their learning

b. Uses strategies that build skills of productive collaboration


3. Students’ needs, backgrounds, perspectives and interests

are reflected in the learning program. a. Uses strategies that are flexible and responsive to the values, needs

and interests of individual students

b. Uses a range of strategies that support the different ways of thinking and learning

c. Builds on students’ prior experiences, knowledge and skills

d. Capitalises on students’ experience of a technology-rich world.


4 Students are challenged and supported to develop deep levels of thinking and application.

a. Plans sequences to promote sustained learning that builds over

time and emphasises connections between ideas

b. Promotes substantive discussion of ideas c. Emphasises the quality of learning with high expectations of

achievement d. Uses strategies that challenge and support students to question and

reflect e. Uses strategies to develop investigating and problem-solving skills d. Uses strategies to foster imagination and creativity.


5 Assessment practices are an integral part of learning and teaching.

a. Designs assessment practices that reflect the full range of learning

program objectives

b. Ensures that students receive frequent constructive feedback that supports further learning

c. Makes assessment criteria explicit d. Uses assessment practices that encourage reflection and self-

assessment e. Uses evidence from assessment to inform planning and teaching.


6 Learning connects strongly with communities and practice beyond the classroom.

a. Supports students to engage with contemporary knowledge and practice

b. Plans for students to interact with local and broader communities c. Uses technologies in ways that reflect professional and community

practices.


Clear visions and informed leadership are essential in order to ensure that all the

components of planning and implementing a technology integration plan are present and

that they support each other.

Pedagogy through Information Communication Technology (ICT)


Rapid advances in information and communication technology (ICT) have created unprecedented opportunities in the field of education, and have had a profound effect on the way teachers teach and how learners learn. Mastering ICT skills and utilising ICT towards creating an improved teaching and learning environment is of utmost importance to teachers in creating a new learning culture. Pedagogy-Technology integration plays a key role in this transformation. The desired transformation requires visionary leadership that can command the active involvement of all stakeholders of education: policy makers, the entire education community including teachers, and parents.


The formal system of education has had constraints that have impeded good pedagogy and quality education. • Its rigid structures group learners into grades based on age. • Institutions have inflexible learning sequences, expecting to

progress through the system at the same pace. • It has constraints of time and place, as all teachers and

students have to follow the one-for-all schedule within a particular classroom/institutional setting.

ICT can help break the barriers of time and space, as the Internet and the WWW can provide learning opportunities beyond the four walls of the traditional institution. These new opportunities can be made available to any one, anywhere, anytime, and it can offer alternative learning paths beyond the formal institutional setting.


ICT can play a major role in ensuring quality in view of the following aspects: • ICT improves access and promote equity in education • ICT improves the quality of teaching and learning • ICT improves management and efficiency of education


Teaching is becoming one of the most challenging professions in our society where knowledge is expanding rapidly and modern technologies are demanding teachers to learn how to use these technologies in their teaching. While new technologies increase teachers’ training needs, they also offer part of the solution. Information and communication technology (ICT) can provide more flexible and effective ways for professional development for teachers, improve pre- and in-service teacher training, and connect teachers to the global teacher community


Continued….

While information and communication technology (ICT) is not a panacea for all educational problems, today’s technologies are essential tools for teaching and learning. To use these tools effectively and efficiently, teachers need visions of the technologies’ potential, opportunities to apply them, training and just-in-time support, and time to experiment.


Today, a variety of ICT can facilitate not only delivery of instruction, but also learning process itself. Moreover, ICT can promote international collaboration and networking in education and professional development. There's a range of ICT options – from videoconferencing through multimedia delivery to web sites - which can be used to meet the challenges teachers face today.


In fact, there has been increasing evidence that ICT may be able to provide more flexible and effective ways for lifelong professional development for today’s teachers. Rapid development in ICT, especially the Internet, traditional initial teacher training as well as in service continued training institutions worldwide are undergoing a rapid change in the structure and content of their training and delivery methods of their courses. However, combining new technologies with effective pedagogy has become a daunting task for both initial teacher training and in-service training institutions.


ICT in Teacher Training


Linkages


The holistic framework defines areas of ICT competency in four groups:

1. Content and Pedagogy focus on instructional practices of teachers and their knowledge of the curriculum.

It requires that teachers apply ICT in their respective

disciplines to support and extend teaching and learning. 2. Collaboration and networking showcase the

communicative potential of ICT To extend learning beyond the classroom and necessitate the development of new knowledge and skills.


3. Social issues, which imply that teachers can acquire an understanding of social issues, including the recognition and understanding of legal and moral codes such as copyright and intellectual property rights; participation in debates on the impact of ICT on society; and the use of ICT in the promotion of a healthy society. Awareness of such issues will lead to suitable application of ICT in pedagogy and development. 4. Technical issues include technical proficiency and the provision of both technical infrastructure and technical support for ICT integration throughout the curriculum.


Discussions and Conclusions This approach in ICT teacher training indicates that there are possibilities and challenges in adopting ICT in teacher training and professional development. Some outcome possibilities are discussed below. Overall, governments and teacher training institutions need to recognize the importance of integrating ICT in education and teacher training. In many cases, the national vision for ICT use in education has been integrated into teacher training.

Curriculum Integration

VERTICAL INTEGRATION

Subjects which has Evolution and Structure throughout the Course.

INTERPRETATIONS & DESIGN

HORIZONTAL INTEGRATION

Subjects Which include horizontal Integration . To be designed as blocks at each level of course and integrate with same level of course.

SCIENCE & TECHNOLOGY

DIAGONAL INTEGRATION

Subjects to be added as an adjunct courses at various levels and integrate with lower as well as higher level of Course.

ELECTIVE BASED & ADD ON COURSES (Multi Disciplinary subjects)

"Architectural Education-Turmoil-Opportunities-Future Course" 20th

December 2014, New Delhi.


Will continue in next session “Pedagogy and teaching

tools for integration of new knowledge”

Through

Blended Learning.

Any Questions

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Effective Pedagogy Learning & Teaching - …rachanasansad.edu.in/dept/Envior/cooling/img/dr_rk_pandit...Effective Pedagogy Learning & Teaching ... Department of Architecture Madhav