PRODUCTIVE pedaGOGY

PRODUCTIVE
PEDAGOGY
OBJECTIVES:
 Define Productive Pedagogy
 Present the different dimensions
of productive pedagogy
 Discuss each dimensions
A framework under which
teachers can choose and develop
strategies. – State of Queensland
(Department of Education and
the Arts) 2004, New Basics
4 Dimensions:
•Intellectual Quality
•Relevance
•Supportive Classroom Environment
•Recognition of Differences
Relevance
Balo, Hajara A.
Refers to the level at which the
students engage with real, practical or
hypothetical problems which connect to
the world beyond the classroom. – Gerry,
2008
Connectedness includes knowledge
integration, background knowledge,
connectedness to the world and problem-
based curriculum. – Berlak, 1981
Knowledge Integration
Knowledge integration was

identifiable when either:
a) explicit attempt were made to connect two
or more sets of subject area knowledge or
b) no subject area boundaries were readily
seen. – Peter Van Helden, 2002
Background Knowledge
Background knowledge lessons
provided students with opportunities
to make connections between their
linguistic, cultural and everyday
experience and the topics, skills and
competencies at hand. – Peter Van
Helden, 2002
Connectedness to the World
The element connectedness to
the world sought to measure the
extent to which the class had value
and meaning beyond the pedagogical
context. – Peter Van Helden, 2002
Problem-Based Curriculum
In problem-based curriculum, problems
were defined as having no specified correct
solution, thereby requiring knowledge
construction on the part of the students and
sustained attention beyond a single lesson.
Problem Based Learning is a specific approach to
connecting the classroom to the world. – Peter
Van Helden, 2002
Conclusion
Relevance involves helping students

to draw the connection between
different aspects of school learning as
well as connection with their past
experiences and the real world.
Supportive Classroom
Environment
Taypin, Jovey Ann B.
A supportive learning environment is less
about the physical classroom and resources
(though these are important) than it is about
values and relationships.
Luppescu, S. & Easton, J.Q. (2009).
Teachers need to provide students with a
safe and supportive classroom environment
that facilitates active participation and
engagement of all students.
( Ministry of Education 2015 )
Ways to create a supportive learning environment for
your students and for all:
Build a strong classroom community
The adult education classroom can play an important role in helping students
build stronger and larger networks. Classrooms provide students and staff with
friendship, skills, and contacts beyond their immediate
communities. Intentionally building networks in the classroom can create
meaningful, supportive relationships among students and teachers.
Build self-esteem and self-efficacy

Students’ determination and belief that they can achieve their goals are
important factors in their persistence in ongoing learning. Adult learners may
have negative feelings about themselves due to failure experienced in their
lives, due to dropping out of school, losing a job, or not being able to read or
write well enough to complete a job application or read to their children .
Use positive nonverbal communication
Nonverbal messages are an essential component of
communication in the teaching process. It is not only what you
say to your students that is important but also how you say it. An
awareness of nonverbal behavior will allow you to become a
better receiver of students’ messages and a better sender of
signals that reinforce learning.
Motivate students
Motivation is a key factor in student success, and whatever
level of motivation your student brings to the learning
environment will be transformed, for better or worse, by what
happens in the learning process.
( Joellen Killion ,2010 )
Supportive learning environments can
validate the presence of individuals and
encourage participation and
involvement. No one likes to fail, and
unfortunately it is often the students
who most need help who are afraid to
ask for it.
(Bryk, A.S., Sebring, P.B.,

Allensworth, E., 2008)
Recognition of Difference
Villegas, Lee Wendy

Recognition of difference encompasses
inclusivity of non-dominant groups, and
positively developing and recognizing
differences and group identities.
(Peter Van Helden 2002 )

How Diversity Aﬀects the Classroom
Much discussion about diversity

focuses on the following forms of
marginalization: race, class, gender,
and sexual orientation and rightfully.
(Yale University 2016)
Teaching in diverse classes - actively planning
for inclusion and communication
•In addition to providing a context for learning

disciplinary content and skills, lectures, tutorials,
labs provide opportunities for students to develop
relationships which may be useful for peer
support during their university study.
(Matthew Lynch, Ed.D.2012)

• The relationships students develop in their
classes may also result in long-lasting
friendships and professional relationships,
which may extend across the world. On the
other hand, isolation, or lack of
"belongingness" is often cited as a
contributing factor to student attrition,
particularly in the first year of university study.
(Matthew Lynch, Ed.D.2012

Modifying Events of
Instruction
Grouping
Cooperative Learning.
Individualized Instruction
Mastery Learning
Huitt, W. (1997)

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PRODUCTIVE

Knowledge integration was

Relevance involves helping students

Build self-esteem and self-efficacy

(Bryk, A.S., Sebring, P.B.,

Villegas, Lee Wendy

(Peter Van Helden 2002 )

Much discussion about diversity

•In addition to providing a context for learning

(Matthew Lynch, Ed.D.2012)

(Matthew Lynch, Ed.D.2012

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