Pedagogy and Practice in Education

LEARNING OUTCOMES
ASSESSMENT CRITERIA
PASS/ REFER
ASSESSOR COMMENTS
1 Understand what is meant by subject pedagogy.
1 Explain subject pedagogy in own educational specialism or subject.
2 Analyse teaching, learning and assessment approaches relevant to own subject area.
3 Evaluate teaching, learning and assessment approaches potential for pedagogy.
2 Understand the nature of knowledge and its role in developing pedagogy.
1 Critically evaluate the relationship between policy, practice and theory
2 Examine how enquiry in practice can extend understanding of pedagogy.
3 Be able to draw on theory and research to support own pedagogic practices.
1 Apply pedagogic theory and practice.
2 Improve professional practice through observation, reflection, evaluation, enquiry and collaboration.
3 Self-evaluate and apply learning to enhance practice.
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Important Notes:
1 You are encouraged to make use of images, graphs, tables, and statistics as part of your response. Make sure to reference everything using Harvard referencing system.
2 Make sure you understand the task before starting to write. Please do refer to the Guide for completing tasks, available in the Downloads Section.
3 The books provided as part of the list of resources should be your main reference point. However, you are welcome to buy other books. Amazon.co.uk is a good point to buy the books where Kindle editions are also available to instantly download onto your Kindle device or on your smartphone/desktop app if you do not own a Kindle.
4 There are no word limits. However, you must sufficiently address the assessment criteria.
5 Learners are required to complete their assignment tasks in the boxes provided next to the tasks.
For this assignment you are required to research on theoretical and practical approaches to teaching and learning, related to subject pedagogic knowledge and pedagogic practices. You will summarise your findings in the form of essays, for which further information has been provided below.
Task 1: Understand what is meant by subject pedagogy
Please use the box below to write an essay of about 3000- 3,500 words to cover the following.
* Explain subject pedagogy in your own educational specialism or subject (1.1).
* Analyse teaching, learning and assessment approaches relevant to your own subject area (1.2).
* Evaluate teaching, learning, and assessment approaches potential for pedagogy (1.3).
* Apply pedagogic theory and practice (3.1).
Pedagogy is a branch of educational research focusing on understanding how people learn specific subject matter and how teachers can effectively impart this knowledge to their students. It is a complex and dynamic field that combines various theories of learning, instruction, assessment, and current research in each subject area. Pedagogy considers the unique characteristics of each subject and the specific goals that students should be able to achieve after studying its concepts (McDonald & Michela, 2019). For example, in mathematics, pedagogy focuses on how students develop an understanding of mathematical concepts and critical thinking skills. Science explores how students can learn to apply scientific concepts to real-world situations and understand the scientific method.
One of the main goals of pedagogy is to help teachers understand how students learn and how they can create engaging and effective learning environments. To do this, pedagogy draws on theories of cognitive development, motivation, and assessment to inform instructional design. For instance, it considers how students’ prior knowledge and experiences can impact their understanding of new information and how students’ motivation and engagement can influence their learning outcomes. Pedagogy also includes using suitable instructional tactics tailored to each subject (Kirkwood et al., 2017). For example, in mathematics, effective pedagogy might involve using real-world examples, hands-on activities, and interactive simulations to help students see the relevance and applicability of mathematical concepts. In science, it might involve field trips, laboratory experiments, and inquiry-based learning to help students understand scientific concepts in a meaningful way.
In addition to these strategies, pedagogy utilizes suitable assessment tactics for each subject. This can involve using standardized tests, performance-based assessments, and formative assessments, such as quizzes, class discussions, and homework assignments.
By using various assessment techniques, teachers can better understand what students know and what they need to learn, and they can use this information to inform their instructional practices. Finally, subject pedagogy also involves ongoing professional development and collaboration among teachers. By engaging in professional development opportunities and working together, teachers can learn from one another, refine their practices, and continually improve their subject-specific teaching skills (Kirkwood et al., 2017).
Pedagogy is a critical area of educational research that seeks to understand the learning capacities of people to transfer their knowledge to their students. It is a dynamic and evolving field that draws on learning, instruction, and assessment theories.
Subject pedagogy refers to the teaching and learning of a specific subject or discipline, such as mathematics, science, history, literature, or art. It encompasses the theories, methods, and strategies used to teach a particular subject effectively and promote students’ understanding and engagement with the content. Pedagogy also considers individual students’ different learning styles, abilities, and needs and the cultural, social, and historical contexts shaping how a subject is taught and learned.
Pedagogy is the study and application of teaching a specific subject, considering its unique characteristics and goals and the best ways to prepare it effectively. It is a comprehensive approach encompassing various instructional strategies and assessment techniques. For example, let us consider subject pedagogy in the English language arts. English language arts are a subject that studies reading, writing, and communication skills. The goal of pedagogy in English language arts is to help students develop their literacy skills and understand the importance of effective communication in their daily lives. To achieve these goals, pedagogy in English language arts might include using various instructional strategies. For example, teachers might use interactive reading and writing activities, such as book clubs and writing workshops, to engage students in learning. They might also use graphic organizers and other visual aids to help students understand key concepts and organize their thoughts.
Pedagogy in English language arts also involves using assessment techniques appropriate for the subject. For example, teachers might use writing portfolios to evaluate students’ progress in writing, and they might use oral presentations and class discussions to assess students’ speaking and listening skills. Theory and practice have to be aligned to produce the best possible outcomes. As English is the medium of education and communication and is accepted widely worldwide, the curriculum must be developed in compliance with international learning standards. Educators can continuously improve their skills and abilities and stay up-to-date with their field’s latest research and best practices by constantly reflecting on their instructional practices and seeking new information and knowledge. In addition to these strategies, pedagogy in English language arts involves ongoing professional development and teacher collaboration. English language arts teachers might engage in professional development opportunities like conferences and workshops to stay current on best practices and new research. They might also collaborate to share ideas and resources and to discuss ways to improve their teaching practices. Pedagogy in English language arts is a teaching approach that promotes literary skills among students by comprehending practical communication skills (Moriña, 2021). It involves using various instructional strategies, assessment techniques, ongoing professional development, and collaboration among teachers. Teachers can help their students achieve their goals and become confident communicators by taking a comprehensive approach to teaching English language arts.
As shown in Table 1 below, direct instruction, inquiry-based learning, project-based learning, and differentiated learning are popular teaching approaches. The teaching approach in mathematics should be student-centred and focused on developing conceptual understanding (McDonald & Michela, 2019).
Table SEQ Table \* ARABIC 1: Teaching Approaches
Teaching Approaches
ApproachesBrief (Benefits and Limitations)Direct InstructionTeacher-led, lecture-style instruction that focuses on presenting information and explaining concepts. This approach can benefit students by allowing them to grow and learn naturally (Compayré & Payne, 2002). However, the structure and the methodology of the technique can limit the teachers’ creativity and thus can also impact the learning development among students. Inquiry-based learningStudents explore a topic or problem through investigation and asking questions, guided by the teacher. This method enhances students’ creative thinking and cognitive learning (Webb & Cox, 2004). However, the monotonous methodology can affect the motivation of students.Project-based learningStudents work on a project that involves applying knowledge and skills to real-world or complex situations. Students’ learning abilities may be polished with this exercise, but activities may get elongated while catering to project demands, creating chaos and frustration among students. Differentiated InstructionTeachers design lessons that meet the diverse needs of all students in the classroom. Students can enhance their learning skills by indulging in different learning styles (Moriña, 2020A). On the other hand, it may get difficult for the students to concentrate on content quality.
The learning approach in mathematics should focus on developing students’ critical thinking skills and ability to apply mathematical concepts to real-world situations (Crappell, 2019). To achieve this, students should be engaged in meaningful learning experiences that allow them to explore mathematical concepts hands-on and apply their knowledge to real-world problems. Additionally, teachers should provide students with opportunities to work in small groups, engage in class discussions, and reflect on their learning. Innovative teaching approaches are essential for improving professional practice, allowing educators to think deeply about their teaching and learning experiences and identify areas for improvement. Interaction with students can take many forms, from informal conversations with colleagues to formal self-reflection or goal-setting activities.
Table SEQ Table \* ARABIC 2: Learning Approaches
Learning Approaches
ApproachesBrief(Benefits and Limitations)Active learningStudents engage in firsthand, experiential activities that foster deep understanding and long-term retention. This learning type uplifts student engagement and self-confidence. Also, it may get difficult for students because it is compulsory to memorize content. Collaborative learningStudents work together to achieve a shared goal, enhancing their social skills and learning from each other. Students’ team-building sentiments are improved but may overshadow the skills and knowledge of students who are more capable than others. Self-directed learningStudents take ownership of their learning by setting goals, creating plans, and reflecting on their progress. This approach may help raise the self-confidence and character-building of students (Hall & Meager, 2019). Furthermore, progression without a proper lead can cause undue work delays.
These activities can help students develop critical thinking and communication skills (Supriyanto & Isbandiyah, 2017). The assessment approach in mathematics should be formative and focused on the ongoing evaluation of students’ understanding of mathematical concepts and skills. This can be achieved using various assessment techniques, such as quizzes, performance-based assessments, and class discussions that provide teachers with regular feedback on students’ progress.
Table SEQ Table \* ARABIC 3: Assessment Approaches
Assessment Approaches
ApproachesBrief (Benefits and Limitations)Traditional testingStudents take written tests or exams that measure their recall and understanding of course material. This is one of the best techniques to assess the learning capacity of students. The technique lacks connection with contemporary modern assessment methods and can bar students from thinking out of the box.Performance-based assessmentStudents demonstrate their learning by creating a product, presenting, or solving a problem. The student’s performance is admired, and thus they perform better (Menter, 2016. Also, this method segregates between the under-performers and over-performers and, thus, can create frustration. Formative assessmentTeachers assess student learning in real-time and use the results to adjust their teaching and support student progress. This assessment helps the students comprehend their effectiveness and ability to perform well (Stentiford & Koutsouris, 2020). However, the extra time and effort this assessment exhausts from the learners can affect the natural learning flow.
These approaches can be used in various combinations to create a well-rounded educational experience that meets the needs of all students and supports their growth and development. The choice of approach will depend on the subject, the goals of the lesson, and the learning needs and styles of the students. This can be achieved through real-world examples and direct activities, such as manipulative games and simulations that help students see the relevance and applicability of mathematical concepts (Menter, 2016). Additionally, teachers should use various instructional strategies, such as guided practice, independent practice, and problem-solving tasks, to help students develop their skills and understand mathematical concepts. This can be achieved through student-centred instructional strategies, meaningful learning experiences, and formative and summative assessments that provide regular student progress feedback (Stentiford & Koutsouris, 2020). By taking a comprehensive approach to teaching mathematics, teachers can help their students develop a strong foundation in mathematical concepts and skills and become confident and effective problem solvers.
The teaching, learning, and assessment approaches are critical to effective pedagogy. It provides the framework for developing students’ knowledge, skills, and understanding and determines the effectiveness of the instructional process. The following is an evaluation of the potential for this approach to support pedagogy in education. A teaching approach that is student-centred and focused on the development of conceptual understanding can be highly effective in supporting pedagogy (Singh et al., 2022). For example, real-world examples and firsthand activities can help students see the relevance and applicability of their learning, making it more meaningful and engaging. Additionally, various instructional strategies, such as guided practice, independent practice, and problem-solving tasks, can help students develop their skills and understanding in multiple contexts, providing a well-rounded learning experience.
Figure SEQ Figure \* ARABIC 1: The Formative Pedagogy Assessment Cycle
(Veugen et al., 2021)
A learning approach that is focused on the development of problem-solving skills and the ability to apply knowledge to real-world situations has the potential to be highly effective in supporting pedagogy. For example, allowing students to engage in hands-on, meaningful learning experiences can help them see the relevance of their learning and make it more memorable and meaningful. Additionally, providing opportunities for students to work in small groups, engage in class discussions, and reflect on their learning can help them develop critical thinking and communication skills that are valuable in their future academic and professional pursuits. A formative and summative assessment approach can effectively support pedagogy (Webb & Cox, 2004). For example, using a variety of formative assessments, such as quizzes and performance-based assessments, can provide teachers with regular feedback on students’ progress, allowing them to adjust their instruction as needed to better meet the needs of individual students. Additionally, summative assessments, such as exams and standardized tests, can help teachers evaluate students’ understanding of content and skills and provide them with the information they need to plan for future instruction.
The teaching, learning, and assessment approaches have the potential to be highly effective in supporting pedagogy. Taking a comprehensive, student-centered approach focused on developing critical thinking skills and using a combination of formative and summative assessments (Moriña, 2020A). This approach helps the students to search for possible new learning areas and, thus, feel more comfortable with flexibility. This approach works well for the students, but for teachers, it may be laborious to cater to every student’s needs. Differentiated instruction is a fundamental approach for addressing the diverse learning needs of students in a single classroom. This approach may ask the teachers to spend more time searching and compiling class content, but for students, it may be beneficial (Moriña, 2020A). Students with low learning capacity can uplift their performances with this approach.
Active learning, collaborative learning, and self-directed learning all support student engagement and motivation by providing opportunities for students to be involved in their education. When students are more engaged, they are more likely to retain information and develop a deeper understanding. The potential for teaching, learning, and assessment approaches to support pedagogy depends on many factors, including the subject area, the goals of the lesson, and the learning needs and styles of the students. Direct instruction can be a practical teaching approach for introducing the latest information or concepts, especially when students are still developing fundamental knowledge and skills. Students may improve their learning abilities by using this learning mode. For teachers, this mode may become one of the significant reasons for limiting creativity of teachers.
Additionally, knowledge plays a critical role in assessment, as it supplies the basis for evaluating students’ understanding of content and skills. For example, teachers who deeply understand the content and skills they are assessing can better create assessments that accurately measure students’ performance and provide valuable feedback that can inform future instruction. The nature of knowledge and its role in developing pedagogy is complex, multifaceted, and shaped by various factors, including personal experiences, cultural influences, and academic perspectives. However, knowledge is generally accepted as an essential component of effective pedagogy. It provides the foundation for teaching, learning, and assessment and plays a critical role in helping students build their knowledge and develop the skills they need to succeed.
However, it can also be less engaging and may not promote deep understanding. Inquiry-based and project-based learning can promote deep understanding and encourage students to participate actively. These approaches provide opportunities for students to explore and apply what they have learned, connect it to real-world situations, and engage in critical thinking and problem-solving. The students can polish their skills by streamlining their learning project by project. This approach may create hassle and frustration among learners due to time consumption and effort.
Differentiated instruction is a fundamental approach for addressing the diverse learning needs of students in a single classroom. The learners can optimize their performances by improving their various learning skills, but this approach may be difficult to be adopted and followed by the instructors due to the extensive time and effort demanded. Traditional testing and performance-based assessment both have their strengths and limitations. Formal testing is efficient and provides a quick snapshot of student understanding, but it may not accurately reflect student learning and may not promote long-term retention. Performance-based assessment can provide a more comprehensive and authentic assessment of student learning but can be more time-consuming and resource-intensive (Webb & Cox, 2004). Educators can continuously improve their skills and abilities and stay up-to-date with their field’s latest research and best practices by continually reflecting on their instructional practices and seeking new information and knowledge. Formative assessment is a critical component of effective pedagogy, providing ongoing feedback to teachers and students. Teachers can support student learning and promote deeper understanding by regularly assessing student understanding and adjusting instruction accordingly. Various teaching tools and assessment software are now available to examine students’ learning capacities.
Pedagogic theory and practice are closely intertwined, each informing and shaping the other in complex ways. Effective teaching and learning require a deep understanding of theory and practice and the ability to apply this understanding in the classroom. One of the critical educational theories is constructivism, which holds that learning is a process of actively constructing meaning from experience and that students build their understanding of new concepts based on their prior knowledge and experiences (Storø, 2013). As I have acquired the optimum understanding of sustaining internal quality, having completed the IQA Level 4 qualification, I can apply this theory with expertise to promote student engagement and their interest in constructive educational activities.
Another critical theory is cognitive load theory, which suggests that effective learning depends on balancing the task’s demands and the learner’s capacity (Woodrow, 2001). I have attained my knowledge of mentoring and coaching through a diploma in CMI Leadership Coaching and Mentoring. Using the situated practice theory, I can develop a layout of assessments to examine students’ skills. Thr...