In this list you will find definitions for commonly used pedagogical terms. This list and the associated references and resources provide an overview of foundational concepts, teaching strategies, classroom structures, and philosophies. This page is meant as a quick reference and initial guide to these topics that may both answer a question and spark your curiosity to explore more deeply.
Active Learning: A teaching and learning approach that “engages students in the process of learning through activities and/or discussion in class, as opposed to passively listening to an expert. It emphasizes higher-order thinking and often involves group work.” (Freeman et.al. 2014)
Asynchronous Instruction:Asynchronous instruction is the idea that students learn similar material at different times and locations. The term is often associated with online learning where students complete readings, assignments, or activities at their own pace and at their own chosen time. This approach is particularly useful when students are spread across different time zones or may have limited access to technology.
Authentic Assessment:Assessments in which student learners demonstrate learning by applying their knowledge to authentic, complex, real-world tasks or simulations. Proponents of authentic assessment argue that these types of knowledge checks “help students rehearse for the complex ambiguities of the ‘game’ of adult and professional life” (Wiggins, 1990, p.1).
- Authentic Assessment. Center for Innovative Teaching and Learning, Indiana University Bloomington.
- Wiggins, G. (1998). Ensuring authentic performance.Educative assessment: Designing assessments to inform and improve student performance. Jossey-Bass, p. 21-42.
Backwards Design:A course design process that starts with instructors identifying student learning goals and then designing course content and assessments to help students achieve these goals. Rather than starting with exams or set textbooks backwards design argues that “one starts with the end—the desired results (goals or standards) and then derives the curriculum from the evidence of learning (performances) called for by the standard and the teaching needed to equip students to perform” (Wiggins, G. & McTighe, J., 1998)
Blended or Hybrid Course: Blended or hybrid courses are “classes in which some percentage of seat time has been reduced and replaced with online content and activities” (Darby & Lang 2019, p.xxix). These courses continue to meet in-person for some percentage of the class time but content, activities, assessments, and other ways for students to engage with content are delivered online. It is important to note that these courses are intentionally designed to utilize both in-person and online class time to achieve effective student learning.
- Ko, S. and Rossen, S., (2017)Teaching Online A Practical Guide, Routledge
Bloom’s Taxonomy:Bloom’s Taxonomy is a cognitive framework of learning behaviors organized hierarchically in six categories: knowledge, comprehension, application, analysis, evaluation, and synthesis. Bloom’s taxonomy is often used as a helpful tool to create learning objectives that help define and measure the learning experience for both student and instructor. (Anderson, 2001, Bloom, 1956, Krathwohl, 2002)
Classroom Assessment Techniques (CATs):“An approach designed to help teachers find out what students are learning in the classroom and how well they are learning it. This approach is learner-centered, teacher-directed, mutually beneficial, formative, context-specific, ongoing, and firmly rooted in good practice”. Through using a CAT the instructor is able to gather formative feedback on students learning to inform future teaching.(Angelo & Cross 1993)
Classroom Climate:“The intellectual, social, emotional, and physical environments in which our students learn” (Ambrose et al., 2010, p. 170). Course climate is determined by factors like faculty-student interaction, the tone the instructor sets, course demographics, student-student interactions, and the range of perspectives represented in course content.
Cognitive Load:Cognitive load refers to the demands and limitations on working memory storage given the limited amount of information processing that can occur simultaneously in the verbal and the visual processing channels of the brain. (Mayer & Moreno 2003, Schnotz & Kürschner 2007)
Collaborative Learning: an umbrella term that covers many different methods in which students work together to solve a problem, complete a task, or create a product. Collaborative learning is founded in the concept that learning and knowledge building is social and requires active engagement from students.(Smith & MacGregor 1992)
Constructivism:A theory of learning popularized in the twentieth century that argues that knowledge is actively constructed rather than passively absorbed by learners. Constructivists contend that when learners acquire new knowledge, it is through a dynamic process in which the learner recreates existing mental models, situating this new information in terms of what they already know. Social constructivists additionally recognize the role of social interaction (co-construction) and communication as key forces in learning. Foundational constructivists include John Dewey, Lev Vygotsky, Jerome Bruner, and Jean Piaget. Constructivist pedagogical strategies are grounded in constructivist theory and often include opportunities for experiential learning, active exploration, student interaction, and reflection. Courses designed around this principle emphasize connections among course concepts and themes and support students in forming relationships between this new knowledge and what they already know.See also zone of proximal developmentandstudent-centered teaching.
- Bruner, J.S. (1974).Toward a theory of instruction. Harvard UP.
- Eyler, J. (2018). “Sociality”How humans learn: The science and stories behind effective college teaching. West Virginia P.
- Vygotsky, L. (1978).Mind in society: The development of higher psychological processes. Harvard UP.
Culturally Responsive Pedagogy:A pedagogical framework where instructors center students’ cultural identities as an important aspect of learning. Those committed to this framework deliberately work to make connections between course content and students’ lived experiences in order to prompt student involvement and motivation. Culturally responsive course design includes cooperative, student-centered instruction and diverse course readings from a variety of voices and perspectives, particularly those voices which may fall outside of traditional collegiate canons (Landson-Billings 2006).
- Burnham, K. (2019)Culturally Responsive Teaching Strategies. Northeastern University Graduate Programs Blog
- Ladson-Billings, G. (1995). “But that’s just good teaching! The case for culturally relevant pedagogy.”Theory into Practice 34(3), 159-165.
Experiential Learning:Experiential learning is a process by which students develop knowledge and skills from direct experience, usually outside a traditional academic setting. Examples include: internships, study abroad, community-based learning, service learning, and research opportunities. The concept was introduced by David Kolb in 1984 and combines both a cognitive and behavioral approach to learning (Kolb 1984).
- Tran, M. (2016).Making a Case for Experiential Learning. Pearson.
Fixed Mindset:Mindset refers to the beliefs and attitudes held by a person and can affect their learning outcomes and achievement.Individuals with a fixed mindset (also referred to as entity theory) are outcomes-focused, don’t view intellectual ability as being malleable, and give up quickly on learning a new skill when learning becomes more challenging and difficult (Dweck, 2008, Dweck & Master 2008, Rattan et. Al. 2012, Yeager 2012).See also growth mindset.
Flipped Classroom:A flipped classroom is a teaching approach where students a first exposed to content before coming to a class session and then spend class time engaging more deeply with the ideas and concepts (Brame, 2013). This model encourages the use of active learning during in-person class sessions to allow students to explore concepts, solve problems, and discuss ideas with each other and the instructor.
Formative Assessment:Formative assessment is the process of providing feedback to students during the learning process. These are often low stakes activities that allow the instructor to check student work and provide feedback. An instructor writing comments and suggestions on a draft version of a paper is an example of formative assessment (Weimer 2013).
Growth Mindset:Mindset refers to the beliefs and attitudes held by a person and can affect their learning outcomes and achievement. Individuals with a growth mindset (also referred to as incremental theory) are process-focused, assess their performance relative to mastery of the material, and believe that intellectual ability is malleable. Having a growth mindset involves sustained effort toward learning new knowledge and reflection on past failures so that one can increase their knowledge and ability (Dweck, 2008, Dweck & Master 2008, Rattan et. Al. 2012, Yeager 2012).See also fixed mindset.
Hidden Curriculum:The hidden curriculum is a collection of unwritten norms, values, rules, and expectations that one must have awareness of in order to successfully navigate educational settings, but which remain unknown to those who have not been socialized into the dominant discourse (Smith, 2015, p.9). The hidden curriculum includes an understanding of school structures,resources, financial aid systems, and institutional rules, along with an awareness of cultural expectations for participating in class and communicating with peers and instructors. See alsosocial belongingandtransparent assignments.
- Ostrove, J. & Long, S. (2007). “Social class and belonging: Implications for college adjustment.”The review of higher education 30(4).
- Hidden Curriculum. The Glossary of Education Reform.
Inclusive Teaching:a mode of teaching that intentionally designs course content and curricula to engage with students of diverse backgrounds, abilities, and lived experiences. The ultimate goal of inclusive teaching is to create a learning environment where all students feel valued and supported to succeed.
- Inclusive Teaching Strategies. Center for Teaching Innovation, Cornell University.
- Making excellence inclusive. Association of American Colleges and Universities. (n.d.)
- Strategies for Inclusive Teaching. Center for Teaching and Learning, Washington University in St. Louis.
Inquiry-Based Learning:Inquiry-based learning is an umbrella term that includes pedagogical strategies such as problem-based learning and case-based learning that prioritize students exploring, thinking, asking, and answering content questions with peers to acquire new knowledge through a carefully designed activity. Such activities build in opportunities for students to authentically engage in and apply the scientific process as scientists rather than following a predetermined protocol (LaForce et.al., 2017, Yew & Goh 2016).See also problem-based learning, project-based learning.
Learning Management System (LMS):A Learning Management System is a platform that enables instructors to organize and distribute course materials in a digital format. While features may vary, a typical LMS allows instructors to communicate with students, share readings, create and collect assignments, assess student work and post grades. An LMS may be used to compliment a face-to-face course or for an entirely online course. Popular platforms include Canvas, Blackboard, and Moodle.
Learning Objective/Learning Goal/Learning Outcome:statements that articulate the knowledge and skills you want students to acquire by the end of the course or after completing a particular unit or assignment. Learning objectives help instructors to shape course content and assessments as well as increase transparency for students by clearly communicating expectations.
- Articulate Your Learning Objectives. Eberly Center for Teaching Excellence & Educational Innovation, Carnegie Mellon University
Metacognition:Metacognition involves metacognitive knowledge and metacognitive regulation. Metacognitive knowledge is defined as thinking or having an awareness of one’s cognitive processes. Metacognitive regulation is the active monitoring of one’s cognition through planning (identifying appropriate learning strategies), monitoring (forming an awareness of one’s task performance) and evaluating (assessing and refining one’s learning through reflection) (Lai, 2011, Tanner, 2012).
Motivation:An individual’s “personal investment” in reaching a desired state or outcome as “seen in the direction, intensity, persistence, and quality of what is done and expressed” (Maeher, M.L. & Meyer, H.A., 1997, p. 373). Research suggests that motivation plays a vital role in directing and sustaining student learning. The most motivated students see value in the task, believe that they can accomplish the task, and feel that they are in a supportive environment (Ambrose et al, 2010, p. 80).
- Lazowski, R.A. & Hulleman, C.S. (2016). “Motivation interventions in education: A meta-analytic review.”Review of Educational Research 86(2) 602-640.
Object-Based Learning (OBL):Object-based learning (OBL) is a teaching method whereby students engage with authentic or replica material objects in their learning in order to gain discipline-specific knowledge or to practice observational or practical skills that can be applied in various fields. “Objects” can include a number of different material items often housed in museums: specimens, works of art, architectural forms, relics, manuscripts and rare books, archival documents, or artifacts of various kinds. Research on OBL suggests that “objects can inspire, inform, fascinate and motivate learners at all stages of their education” (Jamieson, 2017, p. 12).
- Chatterjee, H. J. (2016).Engaging the senses: Object-based learning in higher education. Routledge.
Pedagogy:Pedagogy is the method, practice and study of effective teaching. In order to be effective, instructors must have both subject-based knowledge and pedagogic knowledge and skills (Barkley & Major, 2016).
Problem-Based Learning:A form of student-centered teaching that focuses on having students work through open-ended problems to explore course material. Students are asked to define the problem as part of the process, research content outside of class time and iterate solutions to arrive at their final response (Nilson, L.B., 2016)
Project-Based Learning:A form of student-centered teaching that engages students with course content as they work through a complex project. These projects are typically real-world scenarios and multifaceted. Project-based learning encourages interdisciplinary conversations and groups work.
- What is PBL?.Buck Institute for Education: PBL Works.
Retrieval Practice:Retrieval practice involves retrieving new knowledge from memory in order for durable retention in long-term memory. The process is supported by experiments which explore student’s recall of new material. Retrieval practice can take the form of frequent, low-stakes quizzes, or students may employ methods like flashcards for self-testing (Brown et.al. 2014,retrievalpractice.org).
Scaffolding:A process by which instructors build on a student’s previous experience or knowledge by adding in specific timely support structures in the form of activities or assignments for students to master new knowledge or skills and achieve learning goals (Greening, 1998, Hmelo-Silver et.al. 2007).See also Zone of Proximal Development.
Scholarship of Teaching and Learning (SoTL):an approach to college-level teaching that frames teaching as a form of scholarly inquiry. Through engaging in SoTL instructors examine their students’ learning to innovate and engage in knowledge-sharing with colleagues (Huber 2013). Instructors who engage in SoTL as part of their teaching are encouraged to reflect on personal assumptions and curiosities about how their students learn. Then consider how to test the validity of these ideas. Examples of SoTL projects include exploring the impact of implementing a single active learning strategy, considering the impact of reflection on student learning, determining the impact of a complete course restructure (Poole 2018).
Social Belonging:Social belonging is a state when students feel welcomed and included into a community where they can engage freely and foster positive relationships with others (Walton & Cohen, 2011).
Summative Assessment:Summative assessment is the process of measuring a student’s learning at the conclusion of a course (or a portion of the course). Summative assessments are typically associated with grades and can take the form of quizzes, exams or papers.
Stereotype Threat:Stereotypes are negative generalizations about groups of people. When students are subtly or overtly made aware (primed) of these stereotypes while performing challenging academic tasks in domains that are important to them, students begin to underperform in these tasks. Anxiety about confirming a negative stereotype creates additional cognitive load that reduces the capacity of working memory in the brain (Aronson et.al. 1999, Steele & Aronson 1995).
Student-centered teaching: Instructor-center teaching refers to instructors teaching content solely through a passive approach such as lecturing while students listen and take notes with minimal interaction with other students. Student-centered teaching, however, consists of instructors using a wide range of pedagogical approaches for students to learn and actively engage with the course content by having students construct knowledge with peers through collaboration, discussion, group projects, and problem solving (Felder & Brent 1996, Freeman et.al. 2007, Handelsman et.al. 2007).See also inquiry-based learning, problem-based learning, project-based learning, constructivism, zone of proximal development.
Student Engagement:Student engagement describes the ways in which students take part in the learning process and the development of their own knowledge. An increase in student engagement is thought to be linked to an increase in student learning. Student engagement is often tied to active learning techniques and student motivation (McVitty 2015).
- Student Engagement. The Glossary of Education Reform.
Synchronous instruction:Synchronous instruction is the idea that students learn material at the same time. Examples of synchronous instruction might include lectures, discussions or collaborative activities. When applied to remote learning, students must be online at the same time. This approach can be disadvantageous if students are spread across different time zones or have limited access to technology.
Teaching Development Plan (TDP):a written document that helps instructors focus on teaching specific career goals. A TDP encourages instructors to set goals, and periodically reflect on both progress and barriers faced while working towards these goals.
Threshold Concept:Thresholds are crucial barriers in the learning process where students often get “stuck”. These ideas are essential to understanding a particular discipline and progress in the discipline can be blocked until that barrier to understanding has been overcome. Examples of discipline-based threshold concepts include deep time in geology or the idea of constructed narrative in history (Meyer & Land 2006, Pace 2017).
Transfer:A cognitive process by which a learner takes what they’ve learned in one context and successfully applies it to another. Transfer is often broken down into “near transfer” (transfer of knowledge to a similar task or context) and “far transfer” (transfer of knowledge to novel tasks or contexts). Given that a central purpose of education is for students to take what they have learned into other classes and then into their lives beyond school, this has long been a critical area of study in educational and educational psychology research (Perkins & Salomon 2012).
- Transfer of Knowledge to New Contexts. Poorvu Center for Teaching and Learning, Yale University
- Building Knowledge Through Transfer. Center for Advancing Teaching and Learning Through Research, Northeastern University.
Transparent Assignment Design:An inclusive teaching practice first proposed by Mary-Ann Winkelmes and her instructional development and research team at UNLV, transparent assignments help students understand the purpose of the assessment, clearly describe the task and how it should be accomplished, and plainly define criteria for success. Assignment transparency has been shown to significantly boost student success in terms of academic confidence, sense of belonging, and metacognitive awareness of skill development (Winkelmes et al. 2016).See also social belongingandhidden curriculum.
- Hutchins, P., Winkelmes, M. “Transparency in Leaching and Learning”.PDF of Powerpoint slides.
- Winkelmes, M. et al. (2015). “Benefits (some unexpected) of transparently designed assignments.”National Teaching & Learning Forum 24(4), 4-6.
Universal Design for Learning (UDL):Universal Design for Learning is a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Designing a course according to UDL principles is centered on the key concepts of: engagement, representation, and action & expression. These are sometimes summarized as the Why, What and How of learning (Murawski & Scott 2019, Tobin 2018,CAST.org).
Zone of Proximal Development (ZPD):This developmental zone stands between what the learner can already do on their own and what they cannot yet do. It is the range in which a learner is able to move from point A to point B with assistance from peers or an instructor; in other words, the zone in which learning takes place. The concept was originally described in the work of Soviet psychologist and social constructivist, Lev Vygotsky (Vygotsky 1978).See also constructivismandscaffolding.
Ambrose, S. et al. (2010).How learning works: Seven research-based principles forsmart teaching. Jossey-Bass.
Anderson LW, Krathwohl DR. (2001).A taxonomy for learning, teaching, and assessing: a revision of Bloom’s taxonomy of educational objectives. Longmans.
Angelo, T. A. & Cross, K.P. (1993).Classroom Assessment Techniques: A Handbook for College Teachers.2nd Ed. Jossey Bass
Aronson, J., Lustina, M. J., Good, C., Keough, K., Steele, C. M., & Brown, J. (1999). When White Men Can’t Do Math: Necessary and Sufficient Factors in Stereotype Threat.Journal of Experimental Social Psychology. 35, 29-46.
Barkley, E.F. and C.H. Major (2016).Learning Assessment Techniques: a handbook for college faculty.Jossey Bass.
Bloom BS. (1956).Taxonomy of educational objectives: the classification of educational goals.Longmans.
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Dweck, C. (2008).Mindsets and math/science achievement. Carnegie Foundation.
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Handelsman, J., Miller, S., & Pfund, C. (2007).Scientific teaching. Macmillan.
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The five major approaches are Constructivist, Collaborative, Integrative, Reflective and Inquiry Based Learning ( 2C-2I-1R ).What are the five 5 pedagogical approaches in teaching? ›
The five major approaches are Constructivist, Collaborative, Integrative, Reflective and Inquiry Based Learning ( 2C-2I-1R ).What is the terminology of pedagogy? ›
Pedagogy is another word for education, the profession and science of teaching. Pedagogy and pedagogue come from the Greek paidos "boy, child" plus agogos "leader." Pedagogy refers to the teaching profession as well as the science of education, for example as a college subject.What are the 5 pedagogical approaches that can be used to maximize students learning? ›
There are 5 different Pedagogical approaches, being the constructivist approach, the collaborative approach, the reflective approach, the integrative approach, and, finally, the inquiry-based approach.What are some terms that relate to teaching and learning? ›
What are the Domains of PPST? These are the seven Domains of PPST: (1) Content Knowledge and Pedagogy; (2) Learning Environment; (3) Diversity of Learners; (4) Curriculum and Planning; (5) Assessment and Reporting; (6) Community Linkages and Professional Engagement; and (7) Personal Growth and Professional Development.What are the 8 pedagogies of teaching? ›
The framework is expressed as eight interconnected pedagogies involving narrative-driven learning, visualised learning plans, hands-on/reflective techniques, use of symbols/metaphors, land-based learning, indirect/synergistic logic, modelled/scaffolded genre mastery, and connectedness to community.What are the 6 principles of pedagogy? ›
The book describes six interconnected pedagogical principles that provide a framework for great teaching: challenge, explanation, modelling, deliberate practice, questioning, and feedback.What are the 5 stages of pedagogy? ›
There are 5 different Pedagogical approaches, being the constructivist approach, the collaborative approach, the reflective approach, the integrative approach, and, finally, the inquiry-based approach.What are the four domains of pedagogy? ›
The Pedagogical Model describes what effective teachers do in their classrooms to engage students in intellectually challenging work. It provides an overview of the learning cycle and breaks it down into five domains or phases of instruction: Engage, Explore, Explain, Elaborate and Evaluate.
UNESCO recommended the following teaching strategies for the twenty-first-century experiential learning, storytelling, value education, inquiry learning, appropriate assessment, future problem solving, outside classroom learning, and community problem-solving.What is an example of pedagogy in teaching? ›
Another example of effective teaching and learning pedagogy in the classroom is using real-world scenarios and problem-solving activities. This approach can give students a new application of skills and a better idea of how this knowledge fits in their lives outside the classroom.What is best practice pedagogy in teaching? ›
In best practice pedagogy students and teachers are both learners and teachers continually learn from their experiences through reflective strategies, collaborative activities with their peers and ongoing professional development as lifelong learners.What is a strong word for teaching? ›
Terminology is a discipline that systematically studies the "labelling or designating of concepts" particular to one or more subject fields or domains of human activity. It does this through the research and analysis of terms in context for the purpose of documenting and promoting consistent usage.What are the core skills of pedagogy? ›
The pedagogical skills, thus, include the capacity to plan, initiate, lead and develop education and teaching with the departure point in both general and subject-specific knowledge of student learning.What are the key principles of pedagogy? ›
- direction of activity;
- inviting imitation.
One popular pedagogy for teaching is Constructivist pedagogy, which emphasizes the importance of active learning and student engagement in the learning process. This approach emphasizes the idea that knowledge is constructed by the learner, rather than simply being transmitted by the teacher.What is the difference between pedagogy and teaching? ›
If teaching is the act of encouraging learning activities through discovery and acquired knowledge, pedagogy is the method of teaching, both as an academic subject or theoretical concept.What are the 4 productive pedagogies explained? ›
The four dimensions are: intellectual quality, connectedness, supportive classroom environment, and engagement with and valuing of difference. Table I lists the items within each subscale that contribute to each of the four dimensions of productive pedagogies.
In the educational context, social pedagogy can be described as an integrated approach to the needs of the children, with a particular emphasis on the five key dimensions: care, inclusion, socialization, educational support, and social education ( Kyriacou, 2009 ).What is modern teaching pedagogy? ›
Modern pedagogy incorporates strategies to enhance the overall education experience. Blended/ hybrid learning are two key elements that have recently contributed developing new pedagogy.Who is the father of pedagogy? ›
Heinrich Pestalozzi, father of modern pedagogy, by Robert B.What is the role of the teacher in pedagogy? ›
In this pedagogical core and context, the teacher's main role is to promote student learning. The teacher needs to be capable in terms of the content and student learning, be able to organize lessons, facilitate the interaction and solve challenges in classroom.What is the best first instruction? ›
Best, First Instruction (BFI) aims to give all students the best opportunity to learn standards-based, grade-level content and skills the first time they receive instruction.What is a teacher in one word? ›
noun. a person who teaches or instructs, especially as a profession; instructor.What makes a great teacher in one word? ›
Some of my favorite ways to describe a teacher are:
Committed. Inspiring. Warm. Caring.
Examples of terms include the names for material objects, but also the abstract entities (processes, properties, functions, etc). Concepts, and hence the associated terms, can be organized into conceptual structures, based on the relationship between them. For example tables, chairs, cupboards, etc.What are general terms examples? ›
Definition and examples of a general term:
Here is an example of how to substitute a general term for a list of items in order to summarize this sentence: details: "John bought some milk, bread, fruit, cheese, potato chips, butter, hamburger and buns." general term: "John bought some groceries."
Terminology helps individuals realize the interaction between the units of specialized texts and the whole context which is often a subconscious mechanism of knowledge acquisition. It also develops interests in the formation of new words and terms.
Some qualities of a good teacher include skills in communication, listening, collaboration, adaptability, empathy and patience. Other characteristics of effective teaching include an engaging classroom presence, value in real-world learning, exchange of best practices and a lifelong love of learning.What is teacher centered method? ›
Sometimes called the “Sage on the Stage” style, the teacher-centered model positions the teacher as the expert in charge of imparting knowledge to his or her students via lectures or direct instruction. In this setting, students are sometimes described as “empty vessels,” listening to and absorbing information.What are the four 4 types of instructional methods? ›
Do you know what the four types of instructional methods are? The four types are information processing, behavioral, social interaction, and personal. Within each model, several strategies can be used. Strategies determine the approach a teacher may take to achieve learning objectives.What are the 5 pedagogical dimension? ›
It appears that social pedagogy within the context of schools is best thought of as involving five discernible but to some extent overlapping dimensions: care and welfare; inclusion; socialisation; academic support; and social education.What are pedagogical approaches in teaching? ›
Pedagogy refers to the method and practices of a teacher. It's how they approach their teaching style, and relates to the different theories they use, how they give feedback, and the assessments they set. When people refer to the pedagogy of teaching, it means how the teacher delivers the curriculum to the class.What are the 6 key principles for an effective pedagogy? ›
- Knowledge. Effective teachers possess a well-grounded knowledge of the content areas that are central to their teaching. ...
- Learning Environment. ...
- Personalized Learning. ...
- Community. ...
- Critical Reflection. ...
balance between the "four pillars" of education: learning to know, learning to do, learning to live together and learning to be.What are the 4 essential learning theories of pedagogy? ›
There are five primary educational learning theories: behaviorism, cognitive, constructivism, humanism, and connectivism.What are the 4 foundations of pedagogy? ›
How Does Learning Happen? is organized around four foundational conditions that are considered to be essential to optimal learning and healthy development for children: belonging, well-being, engagement, and expression.What are the three P's of pedagogy? ›
The 3 P's refer to the professional, personal, and private self “Building trusting and authentic relationships with children is very important in social pedagogy.
The three characteristics of pedagogy are educational principles and practices, psychological approaches to learning, and high-order thinking skills.What are the three domains of pedagogy? ›
The three domains of learning are cognitive, affective, and psychomotor.What are key pedagogical segments? ›
A Key Pedagogical Segment (KPS) is a section of a lesson, lasting 6-10 minutes. The Pre-Service Teacher will choose 2 segments from their lesson series to be analysed to provide examples of their practice. Further information is contained in the AfGT guidelines.What are the components of pedagogy? ›
Specifically, these five steps include: preparation, presentation, association, generalization, and application. Herbart suggests that pedagogy relates to having assumptions as an educator and a specific set of abilities with a deliberate end goal in mind.What is an example of pedagogy in the classroom? ›
Another example of effective teaching and learning pedagogy in the classroom is using real-world scenarios and problem-solving activities. This approach can give students a new application of skills and a better idea of how this knowledge fits in their lives outside the classroom.