What is pedagogy?
Pedagogy describes the teaching strategies used within the classroom (Bhowmik, Banerjee, & Banerjee, 2013, p. 1). In order to meet the needs of today’s learners extensive amount of research is continually being conducted to establish the most effective forms of pedagogy for 21st century learners (Lynch and Smith, 2007). Research has shown that effective teachers use an array of teaching strategies that are tailored to the needs of their individual students learning needs (Bhowmik, Banerjee, & Banerjee, 2013). The first step in this process requires teachers to profile their students so they can identify their students learning needs, abilities, interests and personalities (Lynch, Smith & Doe, 2007). Through this process teachers can ensure they use corresponding pedagogical strategies to enhance students learning (Lynch, Smith & Doe, 2007).
There is no set combination or universal approach which pedagogical strategies to use as there are so many variables that can affect each learning experience (Bhowmik, Banerjee, & Banerjee). Some strategies are better suited to specific age groups, learning styles, classroom environments, subject areas, student backgrounds and learning abilities. All of these factors must be considered during the planning stage to ensure the pedagogical practices utilised are the most effective (Bhowmik, Banerjee, & Banerjee, 2013).
Pedagogy describes the teaching strategies used within the classroom (Bhowmik, Banerjee, & Banerjee, 2013, p. 1). In order to meet the needs of today’s learners extensive amount of research is continually being conducted to establish the most effective forms of pedagogy for 21st century learners (Lynch and Smith, 2007). Research has shown that effective teachers use an array of teaching strategies that are tailored to the needs of their individual students learning needs (Bhowmik, Banerjee, & Banerjee, 2013). The first step in this process requires teachers to profile their students so they can identify their students learning needs, abilities, interests and personalities (Lynch, Smith & Doe, 2007). Through this process teachers can ensure they use corresponding pedagogical strategies to enhance students learning (Lynch, Smith & Doe, 2007).
There is no set combination or universal approach which pedagogical strategies to use as there are so many variables that can affect each learning experience (Bhowmik, Banerjee, & Banerjee). Some strategies are better suited to specific age groups, learning styles, classroom environments, subject areas, student backgrounds and learning abilities. All of these factors must be considered during the planning stage to ensure the pedagogical practices utilised are the most effective (Bhowmik, Banerjee, & Banerjee, 2013).
One of the main teaching skills Alice pinpointed during our discussion on professional skills was that pre-service teachers needed to specialise in the art of pedagogy (Personal communication, A. Feeney, 2014). Alice stressed that just knowing your content is absolutely not enough to ensure students learn what you wish to teach them. She believes that the pedagogical practices used in the classroom are a major contributing factor to how well students understanding and engage with the content or concepts you are trying to teach (Personal communication, A. Feeney, 2014). Alice strongly believes that building long term declarative or procedural skills and knowledge can only be achieved through the use of engaging and succinct pedagogical practices that help students create cognitive links to what they learn (Personal communication, A. Feeney, 2014).
She highlighted that the most widely used pedagogical practices used at Sunny Place State High School and many other Sunshine Coast schools, are based on the pedagogical strategies found in Robert Marzano’s Art and Science of Teaching (ASOT) (Personal communication, A. Feeney, 2014). When asked how, having these skills would help a graduate teacher gain employment, Alice stated ‘In an employment interview if you can name some of the ASOT strategies you use and can demonstrate how you have successfully implement these strategies in your classrooms it would definitely improve your chances of gaining employment at this and many other Sunshine Coast schools’ (Personal communication, A. Feeney, 2014).
Art and Science of Teaching (ASOT)
The Art and Science of Teaching is an instructional teaching guide that was written by Dr Robert Marzano in 2007. He is the author of more than 30 books and 150 articles on topics such as instruction, assessment, writing and implementing standards, cognition, effective leadership, and school intervention (Marzano Research Laboratory, 2014). Marzano’s research and educational frameworks have paved the way for instructional change within many classrooms over the past decade. The ASOT strategies, ways of thinking and teaching resources highlighted in his Art and Science manual have been designed to engage students in effective long term learning and provide teachers tools that allow them to help students achieve these learning goals (Marzano Research Laboratory, 2014). Marzano is confident that by using the ASOT strategies, principles and frameworks you will have the pedagogical skills you need to maximize your students learning success (Marzano, 2007).
The Art and Science of Teaching is an instructional teaching guide that was written by Dr Robert Marzano in 2007. He is the author of more than 30 books and 150 articles on topics such as instruction, assessment, writing and implementing standards, cognition, effective leadership, and school intervention (Marzano Research Laboratory, 2014). Marzano’s research and educational frameworks have paved the way for instructional change within many classrooms over the past decade. The ASOT strategies, ways of thinking and teaching resources highlighted in his Art and Science manual have been designed to engage students in effective long term learning and provide teachers tools that allow them to help students achieve these learning goals (Marzano Research Laboratory, 2014). Marzano is confident that by using the ASOT strategies, principles and frameworks you will have the pedagogical skills you need to maximize your students learning success (Marzano, 2007).
What are the ASOT Strategies?
There are a vast number of ASOT strategies available to choose from and like any other pedagogical strategies it is up to individual teachers to use their professional skills and knowledge to determine which strategies will be most effective in their classrooms (Marzano, 2007). The ASOT strategies listed below are just a sample of some ASOT strategies that have been tried and tested by teachers here at SPSHS. These strategies have been identified as effective classroom strategies for general classroom use. During your embedded learning experience practicum at SPSHS you will be offered further professional development opportunities that focus on some of the specific ASOT strategies being utilised in our classrooms. Ticket out the door /Exit Cards - Used at the end of the lesson. Teacher generated question slip that can help check students understanding of the major concepts of the lesson.
Chunk, Chew and Check – When delivering new information to students it is best to provide students with small 'chunks' of information to take in and then allow them time to 'chew' or gain a deeper understanding, through strategies such as group discussions or using graphic organisers. Student understanding can then be monitored before moving onto the next 'chunk' of information.
|
* Reciprocal Teaching
|
Engagement Activity
download the file below to engage in this activity.
Pedagogy KWL Activity.docx | |
File Size: | 13 kb |
File Type: | docx |
More about ASOT
http://www.marzanoresearch.com
http://www.ascd.org/publications/books/107001.aspx
http://christinamaria.wordpress.com/2011/08/24/the-art-and-science-of-teaching-marzano/
http://coronadousd.net/static/media/uploads/Coronado%20Unified%20School%20District/faculty%20and%20staff/Administrators_Book_Study_Summary.pdf
http://www.marzanoresearch.com/professional-development/signature-services/the-art-and-science-of-teaching-workshop
http://www.iobservation.com/Marzano-Suite/Videos/announcing-the-marzano-art-science-of-teaching-observation-and-feedback-pro/
http://www.marzanoresearch.com
http://www.ascd.org/publications/books/107001.aspx
http://christinamaria.wordpress.com/2011/08/24/the-art-and-science-of-teaching-marzano/
http://coronadousd.net/static/media/uploads/Coronado%20Unified%20School%20District/faculty%20and%20staff/Administrators_Book_Study_Summary.pdf
http://www.marzanoresearch.com/professional-development/signature-services/the-art-and-science-of-teaching-workshop
http://www.iobservation.com/Marzano-Suite/Videos/announcing-the-marzano-art-science-of-teaching-observation-and-feedback-pro/
References
Bhowmik, M., Banerjee, B. R., & Banerjee, J. (2013). Role of Pedagogy in Effective Teaching.Basic Research Journal of Education Research and Review, 2(1), 1-5.
Retrieved from http://isindexing.com/isi/papers/1391262773.pdf
Knatim. (2009, March 4). Summarization 6 Reciprocal Teaching Pt 1 [Video file] Retrieved from http://www.youtube.com/watch?v=8oXskcnb4RA
Lynch, D., Smith, R., & Doe, T. (2007). The design and execution of learning experiences: the learning management plan. Learning Management: Transitioning teacher for national and international change, 75- 105.
Lynch, D., & Smith, R. (2007). Australian schooling:What future? In R. Smith, D. Lynch, & B. A. Knight (Eds.), Learning management: Transitioning teachers for national and international change (pp. 9-20). Frenchs Forest, NSW: Pearson Education Australia.
Marana Unified School District. (n.d.). Strategies for “Chunk and Chew”. Retrieved from http://www.maranausd.org/documentcenter/view/35110
Marzano Research Laboratory. (2014). Marzano Research Laboratory | Home. Retrieved from http://www.marzanoresearch.com/
Marzano, R. J. (2007). The art and science of teaching: A comprehensive framework for effective instruction. Alexandria, VA: Association for Supervision and Curriculum Development.
Sebilian, T. (2014, January 16). Frontloading Achieve 3000 [Video file]. Retrieved from https://www.youtube.com/watch?v=fSAgh9mivJI
Shutterstock.com/. (2014). Young and restless [cartoon]. Retrieved from http://www.shutterstock.com/
TeachandEducate. (2013, April 16). DQ1 E1 Learning Goals and Scales 1 [Video file]. Retrieved from https://www.youtube.com/watch?v=3_mFjzSZbUc
Bhowmik, M., Banerjee, B. R., & Banerjee, J. (2013). Role of Pedagogy in Effective Teaching.Basic Research Journal of Education Research and Review, 2(1), 1-5.
Retrieved from http://isindexing.com/isi/papers/1391262773.pdf
Knatim. (2009, March 4). Summarization 6 Reciprocal Teaching Pt 1 [Video file] Retrieved from http://www.youtube.com/watch?v=8oXskcnb4RA
Lynch, D., Smith, R., & Doe, T. (2007). The design and execution of learning experiences: the learning management plan. Learning Management: Transitioning teacher for national and international change, 75- 105.
Lynch, D., & Smith, R. (2007). Australian schooling:What future? In R. Smith, D. Lynch, & B. A. Knight (Eds.), Learning management: Transitioning teachers for national and international change (pp. 9-20). Frenchs Forest, NSW: Pearson Education Australia.
Marana Unified School District. (n.d.). Strategies for “Chunk and Chew”. Retrieved from http://www.maranausd.org/documentcenter/view/35110
Marzano Research Laboratory. (2014). Marzano Research Laboratory | Home. Retrieved from http://www.marzanoresearch.com/
Marzano, R. J. (2007). The art and science of teaching: A comprehensive framework for effective instruction. Alexandria, VA: Association for Supervision and Curriculum Development.
Sebilian, T. (2014, January 16). Frontloading Achieve 3000 [Video file]. Retrieved from https://www.youtube.com/watch?v=fSAgh9mivJI
Shutterstock.com/. (2014). Young and restless [cartoon]. Retrieved from http://www.shutterstock.com/
TeachandEducate. (2013, April 16). DQ1 E1 Learning Goals and Scales 1 [Video file]. Retrieved from https://www.youtube.com/watch?v=3_mFjzSZbUc