Module 5-Pedagogical Skills Development 105

Module 5-Pedagogical Skills Development (10 hrs)

5.1.      Pedagogy-Pedagogical Knowledge-Pedagogical Competence-meaning and significance

5.2.      Pedagogical Skills- Classroom Management, Promoting Culturally Inclusive Classroom Environment

5.3.      Multiple Learning Styles of Students (Kolb and VAK)-Implications in classroom

5.4.      Evaluation of Student’s writings- Diagnosis & Remediation

Objectives of Pedagogic Analysis :The term ‘pedagogue’, is derived from two Greek words ‘pais paidos’ meaning ‘boy’ and ‘agogos’,  meaning guide,which together connotes a teacher.  Pedagogic Analysis is a logical and systematic break up of the curriculum from the point of view of a pedagogue(teacher) for the purpose of its effective transaction.

Objectives: Analyze the curricular content  -Identify instructional objectives.-Identify pre-requisites -Enumerate inputs -Design learning experiences -Diagnosis and remediation -Strategies for continuous and comprehensive evaluation.

On completion of  Pedagogic Analysis, the teacher-learner should be  able to:1.effectively prepare teaching manuals.2.construct achievement tests and diagnostic tests.3.understand the concept of microteaching.4.enhance their proficiency by learning the phonological,       morphological, semantic and syntactic structure of English language.5.analyse the structural items in the prescribed school course books. 6.understand the nature of language as a dynamic entity.

PEDAGOGICAL COMPETENCE

  “Pedagogical competence can be described as the ability and the will to regularly apply the attitude, knowledge and skills that promote the learning of the teacher’s students. This shall take place in accordance with the goals that are being aimed at and the existing framework and presupposes continuous development of the teacher’s own competence and course design.”(Giertz, 2003, p.94) 

PEDAGOGICAL COMPETENCE

“implies that the teacher from definite goals and frameworks, through continuous development of teaching and personal professional development, supports and facilitates the learning of the students in the best way. This pedagogical competence also reflects the teacher’s competence in regard to collaboration, comprehensive view and contribution to the development of pedagogy for higher education.” (Ryegård, 2008, p. 9)

Contributing Factors

Factors such as the teacher’s perseverance, attitude, ability to adapt to situations, didactic knowledge and knowledge about learning, are components that are important if the teacher is to be perceived as professional by students, colleagues and department heads. 

A description of pedagogical competence…

•         1. shall be based on that which supports the students’ learning.  2. shall include the teacher’s ability to develop with the support of theory and to make public their practice - Scholarship of Teaching and Learning. 3. shall make it possible to describe a threshold value (a lowest level) and a progression of pedagogical competence.  

The Teaching Portfolio: As a Tool

Pedagogical Competence

Demonstrated Skill

Documented  Performance

Trial Lecture

Teaching Skill 

Teaching Portfolio 

Pedagogical Content Knowledge(PCK)

q   The term Pedagogical Content Knowledge(PCK) was introduced by Lee Shulman AERA in 1986.

q  The knowledge base for teaching

Consists of seven categories.

KNOWLEDGE BASE FOR TEACHER

      CONTENT RELATED :

1.content knowledge.

Pedagogical content knowledge  .

3. curriculum Knowledge

     CLASSROOM MANAGEMENT RELATED

4.General Pedagogy

5.Learners and their Characteristics

6.Educational Contexts

7.Educational Purposes

Magnusson et al. (1999)    : PCK…

1.Orientation towards teaching English

2.Knowledge of English Curricula

3.Knowledge of Students’s understanding of English

4.Knowledge of Assessment in English

5.Knowledge of subject specific and topic- specific strategies.

Creating A Culturally Inclusive Classroom Environment  

A culturally inclusive classroom

A culturally inclusive classroom is one where students and staff alike recognise, appreciate and capitalise on diversity so as to enrich the overall learning experience.

 Fostering a culturally inclusive learning environment encourages all individuals – regardless of age, gender, ethnicity, religious affiliation, socioeconomic status, sexual orientation or political beliefs – to develop personal contacts and effective intercultural skills.

Strategies To Assist With Creating A Culturally Inclusive Classroom

A Culturally Inclusive classroom environment is characterised by cultural inclusivity, mutual respect, and genuine appreciation of diversity.  

Engage in Positive Interactions with Students

Use Appropriate Modes of Address

Eliminate Classroom Incivilities

Encourage Open and Inclusive Classroom Discussion

Ò  PEDAGOGICAL SKILL DEVELOPMENT

Ò  Goal

Ò   Foster your learning of new teaching skills,

Ò  Raise pedagogical issues on which it will be valuable for you to reflect, and

Ò  Help you become attentive to matters of classroom ethos and the power dynamics involved in teaching and learning.

Ò   It is best used in close consultation with the professor for whom you will be working.

Ò  Aspects

Ò  1. Differing Roles and Temperaments of Teachers

Ò  2. Multiple Learning Styles of Students

Ò  3. Teaching, Authority, and Power (Sharing Power by Communicating Your Expectations,  Helping Struggling Students)

Ò  4. Evaluating Student Writing (Detailed Feedback on Student Papers)

Ò  5. Evaluating Student Midterm and Final Examinations  (Detailed Feedback on Exams) 

1. Differing Roles and Temperaments of Teachers

Ò  Your teaching style may change as you go through professional and personal life changes.

Ò   Attending to how you understand your role, your strengths, and your vulnerabilities is an important part of  preparing to teach effectively.

Ò  You have your own ideas about what is essential for good pedagogy as well.

Ò  Share them with your professor and your  colleagues!

Ò  Two TIPS !

Ò  1) Flexibility regarding the ways in which you judge students competently to have  addressed themselves to the learning in the course.

Ò   It is the task of the good teacher to be as flexible as is reasonable in judging how students have fulfilled the requirements of the course, without being too “soft”—low expectations encourage poor performance—or too rigid.

Ò  2) Ability to communicate a passion for the subject matter and an interest in how people learn it.

Ò   What are you convinced is most important about the subject matter you are teaching? Why should someone else care about it?

Ò  Communicate your enthusiasm, your curiosity, your contagious excitement in whatever ways are natural to your temperament.

Ò   Reflect on what roles are appropriate for you as teacher:

Ò  2. Multiple Learning Styles of Students

Ò  Much research has been done on the rich and complex ways in which students learn.

Ò  Teachers now understand that mostyoung children learn holistically by creating webs of association as they integrate new information and master new skills.

Ò  Insights

• Create a “safe” learning space in which varying skill levels are respected, children are directed away from framing their learning in terms of  competition, and each child is affirmed enough that s/he can dare to take the  risks that learning always involves.

• Engage all of children’s senses, not just their cognitive abilities.

• Support children’s learning in social groups, sometimes using peer teaching relationships across different grade levels.

• Respect and affirm what children already know, while inviting them to expand and deepen their knowledge and learn new things.

• Invite children into decision-making and the development of judgment.

• Encourage imaginative play in classroom centers that provide a variety of related kinds of learning opportunities.

Ò  Adult learners may experience irritation or anxiety about having to “start over” as novices when they may have enjoyed a high degree of competence professionally before coming to graduate school.

Ò  Frustration, a heightened sense of risk, and confusion can result for adult learners when teachers do not engage the variety of learning temperaments and kinds of expertise that exist in the classroom.

Ò   Learn to recognize and, where possible, affirm the different kinds of learning strengths that adults bring to the classroom

Ò  Teachers can do a lot to engage different learning temperaments in the classroom in small creative ways.

Ò  Think about creative possibilities for your sections, in line with your own temperament, of course, but responsive to other types as well.

DIFFERENT LEARNING STYLES

             Learning styles by David A. Kolb, creator of the Kolb Learning Style Inventory, who based his work on a number of “theories of thinking and creativity,” including the theories of Jean Piaget and J. P. Guilford.  Kolb Learning Style Inventory, Version 3 (© 1999) plots learners’ strengths and affinities on a grid with four components, below.  He calls  these the ‘four phases of the learning cycle.’

1.Concrete Experience (Experiencing)

Ò  learning from specific experiences

Ò  relating to people

Ò  being sensitive to feelings and people

2.Reflective Observation (Reflecting)

Ò  carefully observing before making judgments

Ò  viewing issues from different perspectives

Ò  looking for the meaning of things

3.Abstract Conceptualization (Thinking)

Ò  logically analyzing ideas

Ò  planning systematically

Ò  acting on an intellectual understanding of a situation

4.Active Experimentation (Doing)

Ò  showing ability to get things done

Ò  taking risks

Ò  influencing people and events through action

Ò  DAVID KOLB'S LEARNING STYLES MODEL AND EXPERIENTIAL LEARNING THEORY (ELT)

Ò  Having developed the model over many years prior, David Kolb published his learning styles model in 1984. The model gave rise to related terms such as Kolb's experiential learning theory (ELT), and Kolb's learning styles inventory (LSI). In his publications - notably his 1984 book 'Experiential Learning: Experience As The Source Of Learning And Development' Kolb acknowledges the early work on experiential learning by others in the 1900's, including Rogers, Jung, and Piaget. In turn, Kolb's learning styles model and experiential learning theory are today acknowledged by academics, teachers, managers and trainers as truly seminal works; fundamental concepts towards our understanding and explaining human learning behaviour, and towards helping others to learn.

Ò  kolb's experiential learning theory (learning styles) model

Ò  Kolb's learning theory sets out four distinct learning styles (or preferences), which are based on a four-stage learning cycle. (which might also be interpreted as a 'training cycle'). In this respect Kolb's model is particularly elegant, since it offers both a way to understand individual people's different learning styles, and also an explanation of a cycle of experiential learning that applies to us all.

Ò  Disclaimer: The research materials are collated from web based resources.

Ò  Kolb includes this 'cycle of learning' as a central principle his experiential learning theory, typically expressed as four-stage cycle of learning, in which 'immediate or concrete experiences' provide a basis for 'observations and reflections'. These 'observations and reflections' are assimilated and distilled into 'abstract concepts' producing new implications for action which can be 'actively tested' in turn creating new experiences.

Ò  Kolb says that ideally (and by inference not always) this process represents a learning cycle or spiral where the learner 'touches all the bases', ie., a cycle of experiencing, reflecting, thinking, and acting. Immediate or concrete experiences lead to observations and reflections. These reflections are then assimilated (absorbed and translated) into abstract concepts with implications for action, which the person can actively test and experiment with, which in turn enable the creation of new experiences.

Ò   

Ò  Kolb's model works on two levels - a four-stage cycle:

Ò  1. Concrete Experience - (CE) 2. Reflective Observation - (RO) 3. Abstract Conceptualization - (AC) 4. Active Experimentation - (AE)

Ò  and a four-type definition of learning styles, (each representing the combination of two preferred styles, rather like a two-by-two matrix of the four-stage cycle styles, as illustrated below), for which Kolb used the terms:

Ò  1. Diverging (CE/RO) 2. Assimilating (AC/RO) 3. Converging (AC/AE) 4. Accommodating (CE/AE)

Ò  DIAGRAMS OF KOLB'S LEARNING STYLES

Ò 

Ò  Learning styles

Ò  Kolb explains that different people naturally prefer a certain single different learning style. Various factors influence a person's preferred style: notably in his experiential learning theory model (ELT) Kolb defined three stages of a person's development, and suggests that our propensity to reconcile and successfully integrate the four different learning styles improves as we mature through our development stages. The development stages that Kolb identified are:

Ò  1. Acquisition - birth to adolescence - development of basic abilities and 'cognitive structures' 2. Specialization - schooling, early work and personal experiences of adulthood - the development of a particular 'specialized learning style' shaped by 'social, educational, and organizational socialization' 3. Integration - mid-career through to later life - expression of non-dominant learning style in work and personal life.

Ò  Whatever influences the choice of style, the learning style preference itself is actually the product of two pairs of variables, or two separate 'choices' that we make, which Kolb presented as lines of axis, each with 'conflicting' modes at either end:

Ò  Concrete Experience - CE (feeling) -----V-----Abstract Conceptualization - AC (thinking) Active Experimentation - AE (doing)-----V----- Reflective Observation - RO (watching)

Ò  A typical presentation of Kolb's two continuums is that the east-west axis is called the Processing Continuum (how we approach a task), and the north-south axis is called the Perception Continuum (our emotional response, or how we think or feel about it).

These learning styles are the combination of two lines of axis (continuums) each formed between what Kolb calls 'dialectally related modes' of 'grasping experience' (doing or watching), and 'transforming experience' (feeling or thinking):

Educational Implications

Knowing a person's (and your own) learning style enables learning to be orientated according to the preferred method. That said, everyone responds to and needs the stimulus of all types of learning styles to one extent or another - it's a matter of using emphasis that fits best with the given situation and a person's learning style preferences.

While the pedagogical objectives of the course cannot be tailored to each student’s  learning strengths, it is important for the teacher to be as responsive as possible to the ways in which students learn and the diverse motivations students bring to the class work. You can shape class exercises to call on various skill sets among your students.You can have them work on the relevant texts in small groups. You can  challenge them to move outside of the “comfort zone” of their most familiar learning style. If you are flexible and responsive as a teacher, your students will see how they  can be flexible and responsive as learners.

VAK LEARNING STYLES,

The original VAK concepts were first  developed by psychologists and child teaching specialists such as Fernald, Keller, Orton, Gillingham, Stillman and

Montessori, starting in the 1920's. VAK theory is now a favorite of the accelerated learning community because its principles and benefits extend to all types of learning and development, far beyond its early applications. The Visual-

Auditory-Kinesthetic learning style model does not overlay Gardner's multiple intelligences, or Kolb's theory; rather the VAK model provides a different perspective for understanding and explaining a person's preferred or dominant thinking  and learning style, and strengths. Gardner's theory is one way of looking at learning styles; Kolb and VAK are still other ways. The VAK learning style uses the three main sensory receivers: Visual, Auditory, and Kinesthetic to determine the dominant learning style, and it is sometimes known as VAKT (Visual, Auditory, Kinesthetic, & Tactile). (Alan Chapman, 2005-2012)

Visual learners prefer to learn via the visual channel. Therefore, they like to read a lot, which requires concentration and time spent alone. Visual learners need the visual stimulation of bulletin boards, video and movies. They must have

written directions if they are to function well in the classroom". (Oxford, 1995, p. 35)

Auditory learners enjoy the oral-aural learning channel. Thus, they want to engage in discussions, conversations, and

group work. These students typically require only oral directions". (Oxford, 1995, p. 36)

Kinesthetic learners are those who "imply total physical involvement with a learning environment such as taking a field trip, dramatizing, pantomiming, or interviewing". (Kinsella, 1995, p. 172)

Tactile learners learn with one's hands through manipulation or resources, such as writing, drawing, building a model, or conducting a lab experiment". (Kinsella, 1995, p. 172)

***

3. Teaching, Authority, and Power

Learning how to construct and express your authority as a teacher is one of the most fascinating and challenging aspects of pedagogy. You should discuss this with your  professor and your  colleagues as issues arise.

Sharing Power by Communicating Your Expectations

All students, and adult learners in particular, benefit from clarity about performance expectations. Some effective teachers develop a section of their syllabus that explains exactly what will qualify as Honors work, what constitutes B+ work, and so on.Better to use analitic scoring procedures and share the rubric with the students in advance.

Helping Struggling Students

Every year, a few students fail to meet course expectations. They may have

 pre-existing emotional difficulties or addictions, a crisis or unexpected challenge may

emerge during the semester, or they may find that they cannot manage the demands of

 graduate-level work.

How to identify Student IN DISTRESS???

Ò  Signals that a student may be in distress include:

Ò  -- absenteeism or flagrant lateness

Ò  -- inappropriate language or behavior in class

Ò  -- tears or anger when meeting with you

Ò  -- appearing disoriented, confused, euphoric, or depressed in class

You are not their therapist or counselor. Please let your professor know immediately if a student shows any of the above signs or for any other reason gives cause for concern.Do not try to handle this on your own. You should always consult with your professor. The professor will consult with the relevant authorities for Student Affairs as needed.

4. Evaluating Student Writing

Providing detailed feedback on student papers is an effective way to engage students in intensive, in-depth learning on a particular topic. When a teacher spends time reflecting

 on and communicating about student work, students feel that their time and effort has

 been honored and that their learning matters.This not only makes them appreciate your

teaching more; it encourages them to continue to learn in this class and in future classes.

You will find your own structures and rhetorical rhythm for commenting on student papers.

Eg: To begin with a short introductory paragraph that affirms whatever I can (even in poorly done papers.) follow this by two or more paragraphs that comment in detail on the substance of the paper, inviting the student to consider  content or hermeneutical claims in alternative ways where necessary.If there are  proofreading or other minor problems with the paper, mention them just briefly toward the end. Always close with an affirmation, even if all I can muster for a particularly flawed effort is, “Thank you for your work.”  If there are serious flaws in a student’s writing or logical argumentation, you should refer  the student for Consultantation . Try to do this in a way that does not shame   your student. Use an evenhanded tone when noting the flaws in a student’s writing— avoid impatient comments.

If you suspect plagiarism, consult your  professor about how to handle it.  Teach them to acknowledge the source.

5. Evaluating Student Midterm and Final Examinations

Exams can be marvelous teaching tools, if teachers take the potential of the medium seriously rather than considering exams as “hoops” through which students must jump. Students learn virtually nothing from receiving exams back with a score and a brief comment scrawled in red at the top: Commenting in personalized detail on 40 blue-book exams is not feasible for most teachers. But it is quite possible to make up a master sheet that explains what knowledge and skills the exam was testing, identifies specific content that was sought, and gives instructive examples of various ways in which successful exam-takers approached specific questions.

DIAGNOSIS AND REMEDIATION

                               Teachers from various disciplines are dealing with students who are digital natives, hyperactive and highly intelligent. Generally it is a heterogeneous class difficult to cater to from the teacher’s perspective. A system approach will  be beneficial. Through following Educational diagnosis and Remediation  the challenges and threats  can be identified and rectified before hand. Diagnosis and Remediation  helps the  teacher to  prevent future failures  and  drop outs and under achievements.

Evaluations As Means For Need Analysis And   Diagnosis

 Need Analysis as well as  diagnosis of the   learner   can be done with the help of  Continuous and Comprehensive evaluation. Formative tools like seminar, assignment, projects, portfolio  can be used to diagnose the errors . Analytical scoring methods and rubrics  can be used for evaluation  and remediation can be administered in the concerned areas. 

Diagnostic tests also can be prepared and administrated in   areas where the learners need extra support and remedial intervention can be provided.

Summative evaluations tools like achievement tests, performance tests, and portfolio can also used for diagnosis and remediation

Diagnosis To Identify Learner Needs

Some of the areas where  diagnosis can be done to identify students are : 1.Study skills support 2. New students support- induction to the new educational system- immigration guidance- English language proficiency- induction to new culture.

3. Timely follow up  programmes. 4. Induction to the  Subjects  (Programmes and Courses)     5.Technical support  6. personal tutors & mentors 7. Periodical Diagnostic tests  and feedbacks   8. Career Guidance support  9. Stress management/time management /Life/work/study balance -  Confidential Guidance and Counselling  10. Formal and informal peer support  11. Emotional and moral support from family , friends and colleagues.  12. Tutor- approachable, with clear  instructions.  13.ICT enabled or  Online  support to  access  Library & resources  and  Online interaction and collaboration and mutual support  are highly appreciable.

REMEDIATIONAL INTERVENTIONS

Helping Struggling Students

Every year, a few students fail to meet course expectations. They may have  pre-existing emotional difficulties or addictions, a crisis or unexpected challenge may emerge during the semester, or they may find that they cannot manage the demands of    academic work    It is the duty of the teacher to identify and diagnose the    students in Distress. Signals that a student may be in distress include:

Ò  -- absenteeism or flagrant lateness

Ò  -- inappropriate language or behavior in class

Ò  -- tears or anger when meeting with you

Ò  -- appearing disoriented, confused, euphoric, or depressed in class

If a student shows any of the above signs or for any other reason gives cause for concern,  please inform and consult the relevant authorities as early as possible. In such alarming situation,  do not try to handle this on your own.

Remediation Strategies 

Conducting Entry level test , test to identify personal learning style  to decide the  suitability of the  course and resources can be done.

Diagnosis   of  the specific  Adolescent Growth & Development needs of the learner .( Physical, Cognitive, Psycho-Social, developmental need  are to catered. Teaching, Training, Coaching and Learning needs   of the learner

 includes educational and technical support and nurturing and scaffolding  and facilitating the   learning experiences .Online and off  line resources, library resources, need for role modeling, syllabus, question banks, text books and interactive learning materials. Provision for guided learning, and collaboration, reinforcement, feedback also are   also provided. Teacher should  incorporate  diverse  teaching and    evaluation  strategies  to appreciate  the uniqueness and  individual differences of the learners.

Harmful influences and consequences are to be  investigated as well as the potential for greater learning success , in  the target group needs analysis.

Remediation should be highly motivational. Remedial support can be provided in Study skills, right attitude, self-motivation, Communicative and collaborative skills ,and ICT skills  which   are a  perquisite for  future success.  Guidance to  follow  a personal learning plan will be  effective  to develop resource  management and good organizational skills   and  work/study/rest/life balance. 

Designing Remediation

The search for effective practice needs  exploring the rationale behind the approach adopted and ensuring its relevance to the other essential elements underpinning designing activities for learning- namely the learner, learning  environment , out comes, and their interactions. Valuing individual differences and diversity (Gardner,1983) with  the provision for enrichment programmes, acceleration for  the gifted , talented and  creative learner ,  diagnosis and  remedial measures, for the weak learners ,   provision for disability support ,   provision for multimedia resources in  alternative  forms- podcast, books, CDs       etc. are  to be emphasized. 

The concept of continuous and Comprehensive Evaluations ensures  timely diagnosis in the academic and non academic aspects of the curriculum  and  remediation to enhance  overall performance and  classroom ethos, motivation, learner satisfaction, maximum retention,  skills development and  as well as academic achievement. 

***