8. Pedagogy

Pedagogy: Big Questions • Is there a best way to teach?•What kinds of teaching work

best for different situations? •How do teachers prepare

lessons for learning and motivation?•How is teaching subject

matter related to classroom management and student behavior?

8.1 Expository Teaching and Discovery Learning

8.2 Advanced Organizers 8.3 Cooperative Learning

8.4 Organizing Information

8.5 Instructional Design and Technology

8.6 Psychology of Content Areas

8.7 Bilingual Education and ESL Programs

8.8 Socioeconomic Status and School Performance

8.9 Teacher Expectations 8.10 Classroom Management 8.11 Summary

8.1 Expository Teaching and Discovery Learning

Expository teaching• Lecture •Demonstration/modeling • Practice •Questioning (at all levels

of cognitive taxonomy) •Good for building

knowledge, concepts, vocabulary, basic skills•Useful for time constraints

Discovery learningBruner: Effective learning by experimenting and research• Study phenomenon or

problem; ask HOW or WHY •Hypothesize ➔ Research ➔ Test ➔ Report•Good for problem-solving,

upper taxonomy levels •Guided discovery to start

8.2 Advance Organizers

Organizing for expository teachingAusubel: Advance organizers to prepare minds for lesson• This is what we will learn

today • This is why it is relevant • This is how it relates to past

learning • These are the ideas and

vocabulary you will need

8.3 Cooperative Learning

Learning together • Pairs or small groups share

task to research or solve • Student Team Achievement

Decisions = group decides on best solution • Jigsaw = group divides

task, then members contribute to final product

•Good to mix abilities/talents

8.4 Organizing Information

Organize for retentionCognitive science strategies•Cluster info with categories,

hierarchies, tables etc.•Models, e.g. maps, charts,

diagrams, etc.• Elaboration with analogies,

mnemonics, acronyms, etc.• Preliminary questions to

“get juices flowing”

8.5 Instructional Design and Technology

Tech in educationAt lower end of cognitive taxonomy • Teacher using/guiding

technology • “Drill and practice”•Demonstrations,

modeling• Virtual field trips

Tech in educationAt upper end of taxonomy • Students more in charge of

using technology •Gaming and simulations •Research and exploration•Coding, programming•Collaborate in social media ➔ Check for relevance, validity, age-appropriateness

8.6 Psychology of Content Areas

Delivering Content •Balance curriculum scope

with pace students need• Teacher’s knowledge of

subject, including • Pedagogical content • Priorities/theories of field • Issues, controversies • Teaching to multiple

learning styles: auditory, visual, tactile, kinesthetic

8.7 Bilingual Education and ESL Programs

Language learners 1 •Background: many years of

immigration/enculturation•Culture debated: deficit or

just different? •Current perspective:

emphasis on cultural responsiveness• Same language does not

mean same culture!

Language learners 2 Kinds of programs in schools •Maintenance = students

learn in both languages • Transitional = learn in native

language, build English skill • ESL = emphasize English

from start•BTW: bilingual ability ➔

increased cognitive ability!

8.8 Socioeconomic Status and School Performance

SES factors in learningLow SES • Low levels healthcare • Low resources for basic

needs • Low resources for

enrichment •High levels family stress ➔ Low school preparation,

low self-efficacy, low achievement (at-risk)

SES factors in learning• Low SES students subject

to stereotyping/bias by school staff • See/confirm what you

expect to see •Offset with teacher diligence

and parent involvement • Especially important for

reading/literacy skills

8.9 Teacher Expectations

Raising expectations • Famous study on teacher

expectations ➔ Changing expectations can change teacher attitude and student achievement• Expectations

communicated by level and quality of interaction, by verbal and non-verbal cues

Raising expectations Strategies that keep expectations high but accommodate all:

•Wait time when questioning •Clear descriptions of

assignments and grading criteria •Clear and quick feedback

8.10 Classroom Management

Managing environment • Physical, cognitive, and

emotional content, not just “behavior management”• Physical: uncluttered, easy

movement, flexibly arranged•Cognitive: busy, motivating,

relevant content and activity • Emotional: supportive, fair,

safe, respectful

Managing environment Styles similar to parenting •Authoritarian: top-down rules

and decisions; goal = compliance • Permissive: friendly,

allowing, forgiving; goal = harmony, creativity •Authoritative = discussion,

explaining, consequences; goal = self-management

Self-management training• Teach to recognize own

behavior and its effect on self and others • Pause before acting,

speaking • “I” statements, not blame • Inspire personal integrity: •Responsibility for self •Respect for others

Managing environment •Rules: simple, clear, positive •Consequences: consistent,

fair, appropriate •Rewards/incentives? •Whole class • Token economy (esp. to

bring chaos to order) • Individual (contingency)

contract •Assertive discipline =

increasing consequences

Managing environment •Monitoring and

“withitness” (always see and be seen) •Routines for efficiency •Activities accomplishable,

relevant, accountable • Student ownership (chores?) •Other “teacher talk” •Reminding, explaining • I-messages and focus on

behavior, not personality

8.11 Summary

Classrooms that work •Many ways to teach/manage • Expectations high yet

realistic • Teach by showing/telling or

by inquiry/discovery •Organize information for

retention, understanding •Manage alertly, consistently,

fairly, respectfully