Pedagogy ( Teaching Notes)

 

Pedagogy

Pedagogy is defined simply as the method, and practice, of teaching. It encompasses teaching styles, teaching theory and feedback assessment. The pedagogy of teaching is also referred to the way teachers deliver the content of the curriculum to a class. That means pedagogy is the study of teaching methods, including the aims of education and the ways in which such goals may be achieved.

Meaning of pedagogical Analysis

Generally, the term pedagogy means is the art as well as science of teaching method. The science deals with effectiveness of teaching and art relates to artstry. Similarly, the knowledge of teaching is achieved by practice and experience in classroom. The term pedagogical analysis is the combination of two words ‘pedagogy’ and ‘analysis’. It is the scientific and analytical study of teaching a topic. The sole objective of pedagogical anaysis is to make teaching learning process more scientific, effective and impressive. The term pedagogical analysis has been explained with the help of the picture given below:

Components of Pedagogical Analysis

Pedagogical analysis is based on four essential pillars along with their mutual relationships and interdependence for being considered essential in the effective teaching learning process. The components of pedagogical analysis are given below:

Four fold activities of pedagogical Analysis: To make teaching learning process more effective, systematic, scientific and impressive we have to carry out these different activities of pedagogical anlysis.

1.     Unit Analysis/Content Anlaysis

2.     Formulation of instructional objectives

3.     Learning experience and chosen method

4.     Evaluation method

1.Unit Analysis / Content Analysis

v Unit means topic and analysis means dividing it into parts. The content analysis is not an easy task. While doing content analysis,

v Teacher should have sound knowledge of teaching techniques, teaching maxims and the nature of the subject.

v Teacher has to divide the topic into smaller parts/units.

v During the division of unit into subunits the teacher has to write down teaching points which is to be presented before the students.

v At the time of selecting teaching points a teacher has to be be vigilant, careful, skillful, intelligent and systematic in approach

2. Formulation of objectives Formulation of the objectives is the second step in pedagogical analysis. After the first step of pedagogical analysis, a teacher has to formulate the instructional objectives in behavioural terms because the instructional objectives are the learning outcomes. It is the end products of teaching learning process. Learning is change in behaviour. This change in behaviour may be any of the domains -: Cognitive, Affective, or Psychomotor.

           A successful teaching is based on a successful realization of formulated instructional objectives. Before formulating instructional objectives a teacher needs to study thoroughly the different approaches of behavioural objectives i.e. Bloom’s Taxonomy of teaching learning objectives, Robert Mager’s approach, Robert Millar’s approach and RCEM approach. The teacher is required to have a good knowledge of the psychological and educational principles of teaching learning process

3. Learning Experiences and chosen method: Learning experiences and chosen method is the third step in pedagogical analysis. After conforming about what to teach (subject matter) and why to teach (instructional objectives) then the teacher has to choose the best methods, maxims, techniques, tactics, strategies, approaches to teach the particular subject matter. The teacher should have the clear knowledge about the teaching skills and the knowledge of using audio visual aids effectively.

4. Evaluation Device: This is the last and foremost step of pedagogical analysis. It is very well known that evaluation is desired changes in the behaviour of the students. The total behavioural outcomes are measured with the help of the evaluation devices. Right evaluation is the tedious job. It requires lot of skills and knowledge on the part of the teacher. After having taught the lesson, the teacher attempts to know how is his teaching was. Evaluation at the end of the lesson includes two aspects-:

Ø  Recapitulation: After the end of the lesson the teacher carries out recapitulation. He asks certain questions on the basis of the lesson he has just taught. Question may be asked from the whole class and the individual students. The questions are generally objective and open ended.

Ø  Home work: After making recapitulation questions to the students, then the teacher has to give the home work to the students. The home work given to the students should not be over loaded and that should be related to the class work. It should be checked out immediately; otherwise, the students are not motivated to do any homework.

Application of Pedagogical Analysis:

v  Systematic plan for the teacher to implement teaching strategies

v  Unit and sub-unit wise time planning for implementation

v  Scientific approach for hierarchical taxonomy of educational objectives.

v  Preparation of stepwise strategies for teaching.

v  Scientific method of evaluation

 Merits of Pedagogical Analysis:

v  It encourages metacognition and therefore will develop learner skills or build learning power.

v  Increased independence of students.

v  On task behaviour and the quality of work improves as student s take each task

v  Improved decision making in real world, complex, real time problem spaces

v  Prompts students to engage in information analysis

v Prompts students to engage in information search.

Need of Pedagogical analysis:

Ø  Pedagogical analysis is selection of appropriate objectives and strategies in various instructional situations to access the level of actual teaching at the end.

Ø  A comprehensive goals facilities effective teaching. So Pedagogical analysis offers enormous potential for improving the delivery of information in all form of education.

Ø  It involves various logical steps to arrive at logical inference.

Ø  It also helps the students to understand the concepts, principles and phenomena.

Ø  It helps the teacher to implement proper evaluation procedure

Ø  It helps the teacher to design a plan of action to for immediate feedback, diagnosis and remediation It makes the instructional programmed more systematic and content appropriate.

Ø  It is an insight to the teacher to plan his teaching

Ø  It distinguishes the objectives of teaching subjects at different levels and in different medium from each other.

Ø  It is a tool to achieve the cognitive, affective and psychomotor development of a student.

Characteristics of Successful Pedagogical analysis:

Ø  It gives serious consideration to pupil voice.

Ø  It depends on beaviour (what teachers do), knowledge and understanding(what teachers know) and beliefs (why teachers act as they do)

Ø  It involves clear thinking about longer term learning outcomes as well as short term goals.

Ø  It builds on pupil’s prior learning and experience.

Ø  It involves scaffolding pupil learning.

Ø  It involves a range of techniques, including whole class and structured group, guided learning and individual activity.

Ø  It focuses on developing higher order thinking and metacognition, and make good use of dialogue and questioning in order to do so.

Ø  It embeds assessment of learning.

Ø  It takes the diverse needs of a range of learners as well as matters of student equality into account.

Example of Pedagogical Analysis:

Integers

Step 1 unit analysis / Content Analysis

Ø  Introduction of integers

Ø  Definition of integers

Ø  Examples

Ø  Application of integers

Step 2 Instructional Objectives

After studying this unit students are able to

1.     Define integers

2.     Understand the concept Integers

3.     Identify uses of integers in real life

4.     Apply integers in real life situations (e.g., Decrease in temperature, withdrawal of money)

5.     Differentiate natural numbers and integers.

6.     Differentiate Whole numbers and integers.

Step 3 Learning Experience and chosen methods

1.     Discussion method

2.     Game method

3.     Inductive method

4.     Visual representation (on number line)

5.     Videos

6.     Problem solving method

Step 4 evaluation procedure

By using the following questions, a teacher can assess the achievement of the students

1.     Define integers

2.     Use proper sign to represent the situations in mathematically.

3.     Mark the integers on number line.

4.     Which is greater among the integers

5.     Arrange the integers in ascending/ descending order