BED 105

Asst.Prof.Suresh waghmare
Dr.D.Y.Patil college of education
Pimpri
Introduction to Advanced Pedagogy
 Meaning of Pedagogy:
 Pedagogy and pedagogue come from the Greek
paidos "boy, child" and ago means “lead” it means ‘
to lead the child’

 Dictionary meaning
1. the art or function of teaching.
2. the art or science of teaching; education; instructional
methods.
Definitions of Pedagogy
 pedagogy: the principles & methods of instruction
 The function or work of a teacher, teaching.
 Pedagogy: The art, or science of being teacher,

 Pedagogy: the activities of educating or

instructing.

 Preparatory training or instructions.

Advanced Pedagogy
 Advance pedagogy means, a skillful planning of a
working system by which objective can be achieved
conveniently.
 “Advanced pedagogy means developing & implementing
planned activities to engage the participants as a partner
in the teaching activity.”
 In other word, the determination of some policy by
planning before presenting the content.
 For example, CAI, Blended learning, Flipped classroom
etc.
Advanced pedagogy means teacher can integrate, different innovative teaching
strategies, techniques, ICT tools, decision making tools etc into their teaching,
design & implement different modes of learning processes through alternative
delivery system for courses.

Innovative
Instructional
strategies

Enriched Advanced Use of Adv.

Curriculum
pedagogy technology

Effective
teaching
learning
process
Need
 Itstrengthens student motivation
 For promoting discovery/active learning
 For better understanding.
 For special as well as all kind learner.
 For coping with fast changing & volatile environment
 To scientific study of teaching process.
 To aware about the various new teaching methods.
 For self directed learning
Principles of Advanced Pedagogy
 The learning environment should be supportive & productive.
a) build positive relationship by knowing & valuing each student.
b) promote a culture of value & respect for individual & their communities.
c) use strategies that promote students self confidence & willingness to take
risk with their learning.
d) ensures each student experiences success through structured support,
valuing of efforts of their work.
 The learning environment promotes independence,
interdependence & self motivation.
a) Encourages & supports students to take responsibility for their learning.
 b) Uses strategies that build skills of productive collaboration.
 Students need, background, perspectives & interests are
reflected in the learning program:
a) Use strategies that are flexible & responsive towards needs &
interests of individual students.
b) Uses a range of strategies that support the different ways of
thinking & learning.
c) Build on students prior experiences, knowledge & skills .
• Students are challenged & supported to develop deep
levels of thinking & application.
a) Plan sequences to promote sustained learning.
b) Promotes substantive discussion of ideas
c) Use strategies that challenge & support students to question & reflect
d) Uses strategies to develop investigating & problem solving skill.
e) Uses strategies to foster imagination & creativity.
 Assessment practice are an integral part of learning &
teaching
a) uses assessment practices that encourage reflection & self assessment.
b) makes assessment criteria explicit
c) uses evidence from assessment to inform planning & teaching.
d) Ensure that student receive frequent constructive feedback that supports
further learning.

 Learning connects strongly with communities &

practice beyond the classroom.
a) Support students to engage with contemporary knowledge & practice.
b) plans for students to interact with local & broader communities.
c) Uses technologies in ways that reflect professional & community
practices.
 Learning by discovery
 Activity learning
 Learning by doing
 Individualized Learning
 Learning by increased communication
 Learning by increased collaboration
 Tutor guided learning
 Situated learning
1. Effective pedagogy equips learners for life in its broadest
sense.
Learning should aim to help individuals and groups to develop the
intellectual, personal and social resources that will enable them to
participate as active citizens, contribute to economic development
and flourish as individuals in a diverse and changing society. This
means adopting a broad conception of worthwhile learning outcomes
and taking seriously issues of equity and social justice for all.
2. Effective pedagogy engages with valued forms of knowledge.
Pedagogy should engage learners with the big ideas, key skills and
processes, modes of discourse, ways of thinking and practicing,
attitudes and relationships, which are the most valued learning
processes and outcomes in particular contexts. They need to
understand what constitutes quality, standards and expertise in
different settings.
 Effective pedagogy recognizes the importance of prior experience
and learning. Pedagogy should take account of what the learner knows
already in order for them, and those who support their learning, to plan
their next steps. This includes building on prior learning but also taking
account of the personal and cultural experiences of different groups of
learners.
 4. Effective pedagogy requires learning to be scaffold. Teachers,
trainers and all those, including peers, who support the learning of
others, should provide activities, cultures and structures of intellectual,
social and emotional support to help learners to move forward in their
learning. When these supports are removed the learning needs to be
secure.
 5. Effective pedagogy needs assessment to be congruent with
learning. Assessment should be designed and implemented with the
goal of achieving maximum validity both in terms of learning outcomes
and learning processes. It should help to advance learning as well as
determine whether learning has occurred.
6. Effective pedagogy promotes the active engagement of the learner. A chief goal of
learning should be the promotion of learners’ independence and autonomy. This involves
acquiring a repertoire of learning strategies and practices, developing positive learning
dispositions, and having the will and confidence to become agents in their own learning.
7. Effective pedagogy fosters both individual and social processes and outcomes.
Learners should be encouraged and helped to build relationships and communication with
others for learning purposes, in order to assist the mutual construction of knowledge and
enhance the achievements of individuals and groups. Consulting learners about their learning
and giving them a voice is both an expectation and a right.
8. Effective pedagogy recognizes the significance of informal learning. Informal
learning, such as learning out of school or away from the workplace, should be recognized as at
least as significant as formal learning and should therefore be valued and appropriately utilized
in formal processes.
9. Effective pedagogy depends on the learning of all those who support the learning of
others. The need for lecturers, teachers, trainers and co-workers to learn continuously in
order to develop their knowledge and skill, and adapt and develop their roles, especially
through practice-based inquiry, should be recognized and supported.
10. Effective pedagogy demands consistent policy frameworks with support for
learning as their primary focus. Organizational and system level policies need to
recognize the fundamental importance of continual learning - for individual, team,
organizational and system success - and be designed to create effective learning
environments for all learners.
Teaching phases of Philip Jackson
Model
Philip Jackson Model
 Pre-active phase of Teaching:
1. Determining goals/Set the objective.
2. Selection of the content to be taught
3. Sequencing/Organization of the content
4. Selection of the methods of teaching
5. Select the tool and techniques of Evaluation
Inter Active Phase of teaching
 This phase includes the execution of the plan
where learning experiences are provided to
students through suitable modes.
 Sizing up of the class- make the learner ready to
learn, perceive the size of the class, who can help
you in teaching, who can create a problem etc.
 Knowing the learner- check previous knowledge
of the learner, abilities, interests, attitudes &
academic background of the learner
Operations in the phase

Perce Diag Resp

ption nosis onse
 Perception: Teacher tries to know himself, his abilities, for
teaching against the class group. Similarly students also tries
to have perception of the abilities, behavior & personality
characteristics of the teacher.
 Diagnosis: A teacher tries to access the achievement level of
his students with regards to their abilities, interest &
aptitude. He/She can asks several questions to know how far
students know about the topic.
 Reaction Process: In this stage teacher observes the
students that how they response to the teacher’s question.
The students has to the proper way of reacting & responding
to the various stimuli & teaching techniques presented to it.
Teaching Strategies
 Thinking skill strategies such as De Bono’s Six thinking
hats & Mind Mapping- White, Red, Black, Yellow,
Green, Blue
 Gardener’s Multiple Intelligence – Logical-
Mathematical, Linguistic, Spatial, Musical, Personal,
Bodily Kinesthetic, Naturalist
 Bloom’s Taxonomy: Cognitive & Affective domain
 Co operative learning-Group Investigations, Jigsaw,
Guided reading.
 Brain Based learning
 Post Active Phase of teaching
 This phase concerns with the evaluation activities, this
can be done in number of ways including tests or
quizzes or by observing students reaction of questions,
comments, structures & instructed situations.
Activities suggested in this phase
1) Defining the exact dimensions of the changes caused
by teaching – teacher compares the actual behavioral
changes in the students with their expected behavioral
changes.
2) Selecting the proper tool & techniques:
teacher selects the testing devices & techniques to
compare the actual behavioral changes in the students
with the desired behavioral change which are reliable &
valid & which can evaluate the cognitive & non
cognitive aspects of the pupil.
For Example,
i) Draw the Diagram of plant cell. (Observation tool.)
ii) Explain the Diagram of plant cell, (Written Exam)
3) Changing the strategies in terms of evidences
gathered-
Based on the responses of the student, change the
strategies of teaching. Through evaluation the
teaching activities are diagnosed & can be made
effective by necessary modifications & changes in
them. For example : with the help of chart & PPT
Following are the main operations at
this stage
1. Assessing the suitability of objectives
determined.
2. Decision regarding re-teaching the content or
further taking up the content.
3. Assessing the suitability of the instructional
material and aids.
4. Assessing the impact of the classroom
environment
Role of Teacher
 As a planner
 To develop the accurate plan of teaching.
 Formation of objectives, it should be in the
correct form.
 Selection of the learning-experiences.
 For that purpose always select the suitable method.
 To use the innovative ideas and tricks.
 To select the Evaluation tool.
Phase II- as good executer
 Personality of teacher should be good.
 Good presentation & class control
 Make a well-planned tests & scales.
 Refer standard test for testing and measuring student ability & skill.
 Always use the reinforcement.
 Phase III- as good evaluator
 Fix the expected behavior level.
 Diagnose about the tool & techniques, it's appropriate ?
 Introspect the fault and enlist the issues.
 Change the teaching strategy.
Student Voice
 In education, student voice refers to the values, opinions, beliefs,
perspectives, and cultural backgrounds of individual students and groups
of students in a school, and to instructional approaches and techniques
that are based on student choices, interests, passions, and ambitions.

 Historically, student councils and other forms of student-led government

were the most common channels for students to share their opinions and
viewpoints, but many of these opportunities did not allow students to
make authentic contributions to the leadership of a school. Increasingly,
more school districts now have voting or nonvoting student seats on the
school board, and some states even elect student representatives to the
state board of education. Students may also be asked to serve on a formal
committee, such as a school-improvement committee, or participate in the
hiring of a new superintendent, principal, or teacher
Student Voice
 Meaning : Participation of student in the various activities,
program and events conducted by school or teacher.
 Definition :
 Student voice is any expression of any learner regarding
anything related to education & describes the distinct
perspective & actions of young people throughout school
focused on education.
 Active participation of the students in the teaching-
learning process through, Planning activities for achieving
goal or objective of the education, feedback.
 “Meaningful involvement of students means
validating & authorizing them to represent their
own ideas, opinions, knowledge & experiences
throughout education in order to improve our
schools.”
Importance
 tobecome active participants
 Developing decision making skill
 To build positive relationships with teachers
 For individual youth development
 Successful implementation of academic programs
 To develop leadership skill
 Student assessment
 Teacher training
Ways of encourage students voice

 In writing-
 Allow for creative expression-Art & Drama, poetry, video
etc.
 Make lessons personally relevant
 Give more discussion time to explore & develop their ideas
 Reward risks & recognize those who speak up
 In gesture, Body language
 Encourage debate
 Engage different forms of leadership
Merits
 Every student get opportunity.
 All round development.
 Get direct Experience.
 Permanent learning & Perfect Learning.
 Know the capacity and ability of other student.
 Understand the Opinion, Views and Approaches.
 It empowers students to take responsibility of their own
learning.
 They become more effective learners.
 It increases teachers efficiency.
Demerits
 Without planning it will be time wasting event.
 Increasing casualness about the study.
 Over confidence
 Chances of disrespect of teachers by students.
 Time consuming
Importance
 Create new forms of knowledge through its
emphasis on breaking down disciplines & creating
interdisciplinary knowledge.
 In removing categories of race, gender, class etc.
 Reject the distinction between high and popular
culture so as to make curriculum knowledge
responsive to the everyday knowledge that
constitutes peoples lived histories differently
 The aim is to liberate students from oppression.
Critical Pedagogy
 Critical Pedagogy follows, Paulo Freire : who is
generally considered to be “ the inaugural philosopher
of critical pedagogy.” Freire used the term “Critical
pedagogy” himself when describing this philosophy.
After Freire Wexler, Mclaren, Ira Shor, Darder worked
on this.
 Critical pedagogy is the means and methods of testing
& attempting to change the structures of school that
allows inequalities. It is cultural-political tool that
takes seriously the notion of human differences
particularly those related to race, gender and class.
 “Critical pedagogy is both a way of thinking about
and negotiating through praxis the relationship
among classroom teaching, the production of
knowledge, the larger institutional structures of the
school, and the social and material relations of the
wider community, society and nation state”
(Breunig, 2005).
 Critical pedagogy is a cultural-political tool that
takes seriously the notion of human differences,
particularly as these differences relate to race,
class, and gender.
Definitions
 “Critical pedagogy refers to the ability to analyze, expose
and challenge the hidden social, cultural and political
processes that are part of knowledge production including
how one’s views and assumptions come from a particular
cultural & historical formation.”
 McLaren defines critical pedagogy as follows:
 Critical pedagogy is a way of thinking about, negotiating,
and transforming the relationship among classroom
teaching, the production of knowledge, the institutional
structure of the school, and the social and material relations
of the wider community, society, and, nation.
 Criticalpedagogy may be defined as an approach
to education which encourages students first to
become conscious of the social oppressions or
dominations around them(racism, castism, sexism
etc) & second to reflect on the actions which may
be required to become free from those oppressions
or dominations.
How to be Critically Conscious
 According to Ira Shor (1992) a student can be
critically conscious by: Thinking, reading, writing, and
speaking while going beneath the surface meaning.
 A student must go beyond: Myths, clichés, received
wisdom, and mere opinions
 Most importantly students must understand the deep
meaning, root causes, social context, and personal
consequences of: Any action, Object, Process,
Experience, Organization, Subject matter, Mass Media,
Text, Policy etc.
Examples
 Change in relationship between student & teacher
 The rejection of Economic determination: race,
class, gender, religion.
Role of School & Teacher
 Role of Schools
 School should foster public values-accountability, responsiveness etc.
 School should provide sense of democratic community for teachers &
students
 Role of teacher:
 Curriculum constructer
 They must be able to critically analyze the ideologies, values & interest.
 A major function of critical pedagogy is to critique, expose, and challenge
the manner in which schools impact upon the political & cultural life of
students.
 Teacher has to motivate & facilitate learners to construct knowledge in a
democratic way.
Merits of Critical Pedagogy
 It is based on problem based approach which helps in critical analysis.
 Critical pedagogy transforms the learner from objects to subjects.
 It makes learner more active.
 To develop the habit of multi- Dimensional thinking & innovative thinking.
 It focused on dialogue instead of a one way transmission of knowledge.
 It creates new forms of knowledge through its emphasis on breaking down
disciplinary boundaries.
 It facilitates collective decision making through open discussion.
 Students acquire more knowledge than content.
 Critical pedagogy makes learning a simple and easy.
Demerits of Critical Pedagogy
 It is not applicable for all type of learners.
 Possibility of distraction.
 Some students remain passive.
 It is not useful for primary level students.
 Critical pedagogy may not be appropriate for math
classes.
 It is based on the principle that students should come
to their own conclusion and there is possibility of
wrong conclusion.
Differentiation
 Differentiated instruction/learning is the process
of ensuring that what a student learns, how he /she
learns it, how the students demonstrate what
he/she has learned is a match for that student’s
readiness level, interests, & preferred mode of
learning.
 Differentiated instruction is an approach to
teaching & learning for students with different
abilities in the same classroom.
Differentiation
 “Differentiation is the process by which
curriculum objectives, teaching methods,
assessment methods, resources & learning
activities are planned to cater the needs of the
individual learner.”
 “Differentiation is teaching strategy which helps
us to recognize student varying background
knowledge readiness, language, preferences in the
learning, interests and to react responsively.”
Principles of differentiation
 Assessment is ongoing & tightly linked to
instruction.
 Teachers ensure respectful activities for all
students.
 Flexible grouping is a hallmark of the class –
sometimes students work with peers on the same
level of readiness & sometimes with different
levels of readiness.
Characteristics
 Assessment is ongoing & diagnostic to understand
how to make instruction more responsive to
learner need.
 Focuses on multiple forms of intelligence is event.
 Students are frequently guided in making interest
based learning choices.
 Multiple materials are provided
 Students are assessed in multiple ways.
Elements for Classroom differentiation

 Content: what the students needs to learn or how

the students will get access to the information.
 Process: activities in which the students engages
in order to make sense of or master the content.
 Products: ask the students to rehearse, apply, and
extend what he or she has learned in a unit
 Learning environment: the way the classroom
works & feels.
Seven building blocks of differentiated instruction
 Knowing the learner
 Traits of a quality teacher
 Quality curriculum
 Classroom learning environment
 Flexible teaching & learning time resources
 Instructional delivery & best practices
 Assessment, Evaluation & grading
Engagement in the teaching
 Student engagement is frequently used to, “Depict
students Willingness to participate in routine
school activities, such as attending class,
submitting required work, following teachers
directions in class.
 “Student’s engagement in teaching and learning
refers to student’s active participation in the
academic environment resulting in an enhanced
learning experience.”
Definition
 Learning refers to students active participation in
the academic environment resulting in an enhanced
learning experience.
 Engagement is students cognitive investment in,
active participation in, and emotional commitment
to their learning.
 Engagement is students involvement with activities
& conditions likely to generate high quality
learning.
Importance of Students Engagement
 Active participation encourages our students to take more
responsibility for, and have ownership of their learning to enhance
their academic experience .
 Recognizes the different goals, approaches & motivations of each
individual students as well as the collective student voice.
 We are able to get feedback.
 To creates mutually beneficial learning communities.
 For deep and transformation of learning.
 Enhancing the working and learning capacity of learners.
Principles
 All students have equal voice & opportunity to contribute.
 Students are engaged in decision making procedure.
 Regular feedback allows students to review their own academic
performance & progress.
 Students are encouraged & enables to learn independently.
 Students are able to identify & articulate the skills they gain from
opportunities.
 Opportunities to engage are widely published, accessible & flexible to
meet the needs of all students & staff.
 The effectiveness & impact of student engagement in teaching &
learning are regularly monitored, reviewed & disseminated.
Ways to promote students engagement
 Enable students to work autonomously
 Fosters learning relationships
 Enhance students self belief
 Challenging & enriching educational experiences
 Institutional culture: welcoming to students from
different diverse background.
 Invest in a variety of support services.
E content
 Preparation – Target group of students, age, class and academic
subject along with outline of chosen units is decided.
 Programme Specification – Arranging order of units, sub-units,
points, sub-points, etc according to psychological relevance and
sequence.
 Review – Subject experts and language experts review the capability,
utility and exactness of points in the content and the programmer
evaluated feasibility to prepare the lesson on the computer.
 Documentation and Programming – Includes various suggestions
for students, teachers and technicians on how to use the programme.
Eg. Name of programme and files, bibliography, complementary
practice, textbooks, system and language, formulae and principles,
testing suggestions, etc.
 Evaluation/Review – A committee reviews if
objectives have been met and provides any
recommendations.
 Prototype – A prototype for testing is released and
piloted. Teachers and students try out the program.
Feedback is gained. Achievement tests are conducted
to check achievement of objectives.
 Modification – Deficiencies, bugs, faults are
removed based on the feedback and information
received from the pilot group..
 Final product – The final gold release of the
programme is distributed.