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Teaching Approaches/Planning for interactive pedagogy: Difference between revisions
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Teaching Approaches/Planning for interactive pedagogy (view source)
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The knowledge that you have about your subject, the curriculum and the decisions that you make will inform how you teach and how you organise the classroom to focus on pupils’ learning. Your knowledge about the pupils and their rates of progress will change your view of the teaching process for each class that you take: you will amend your ‘teacher actions’ to foster appropriate learning opportunities. | The knowledge that you have about your subject, the curriculum and the decisions that you make will inform how you teach and how you organise the classroom to focus on pupils’ learning. Your knowledge about the pupils and their rates of progress will change your view of the teaching process for each class that you take: you will amend your ‘teacher actions’ to foster appropriate learning opportunities. | ||
You may | You may think that you have one preferred model of teaching. Alternatively, you may believe that you are applying a variety of pedagogic approaches dependent upon the subject content and upon the pupils you are teaching. | ||
==Teaching for learning== | ==Teaching for learning== | ||
The combination of knowledge, decisions and action should provide an impetus for effective teaching in the classroom. Effective teachers promote effective learning in a culture of high expectations. Pupils achieve more when lessons are well structured and sequenced, when teachers make objectives clear and where pupils know what they are supposed to be learning. Effective teachers interact with pupils through targeted prompting and feedback and review learning and pupil progress regularly. They see the development of themselves as teachers as a continuous process. | The combination of knowledge, decisions and action should provide an impetus for effective teaching in the classroom. Effective teachers promote effective learning in a culture of high expectations. Pupils achieve more when lessons are well structured and sequenced, when teachers make objectives clear and where pupils know what they are supposed to be learning. Effective teachers interact with pupils through targeted prompting and feedback and review learning and pupil progress regularly. They see the development of themselves as teachers as a continuous process. | ||
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Teaching in these ways can provide pupils with skills and techniques they can use later in life. This will only happen, however, if the teacher not only ''teaches ''the lesson, but also makes explicit what they are doing through the use of metacognitive processes and by involving the pupils in ‘thinking through’ the lesson. | Teaching in these ways can provide pupils with skills and techniques they can use later in life. This will only happen, however, if the teacher not only ''teaches ''the lesson, but also makes explicit what they are doing through the use of metacognitive processes and by involving the pupils in ‘thinking through’ the lesson. | ||
=Process of Lesson Design= | =Process of Lesson Design= | ||
