Some thoughts on transformational pedagogy... In my first week of learning how to become a teacher I was introduced to the word pedagogy. In simple terms, someone's pedagogy refers to their method and practice of teaching. Is it ridiculous that an aspiring teacher was not aware that this word existed? Probably, but the important thing is that now I do know about pedagogy. I know that our pedagogy is heavily influenced by our values, our experiences and our beliefs. My experiences in the classroom and elsewhere will shape my pedagogy, but is it possible for me to actively transform my pedagogy towards what is best for my student's learning? My answer: Of course. I believe that with strong focus, your aspirations will transform your actions. For example, if I aspire to integrate ICTs into my classroom and I keep that goal in the forefront of my mind during my planning phase, then in time I will find that ICTs become a standard and natural teaching tool. I do not believe a pedagogy can be transformed overnight. Without continual self-evaluation we will, by nature, revert back to our tried and tested methods. I believe that to truly transform we must, quite forcefully, push ourselves to stay outside of our comfort zone until we get accustomed to the "new way". Only when these practices fall within our comfort zone, will we have truly transformed our pedagogy. In any career or role, the "best practice" is always aspired to. I believe that our pedagogy should also be placed under scrutiny. We must ensure that we are teaching with methods which have been proven to provide the very best learning opportunities for our students. Consequently, we must ensure that our pedagogy is constantly under transformation. (Reflection 1.1) Am I ready to teach with ICTs? On a scale of 0 to 10 I would give myself a five. I believe that I have some idea of ICTs that may be useful for teaching Science (my key learning area). However, I am concerned that I don't have the knowledge and experience to implement these tools effectively to facilitate deep learning. (Reflection 1.2) I believe that ICTs are a valuable asset to learning and I am committed to integrating ICTs in my lessons. While do not feel the need to control how my students learn, I do feel a need to have some control over the content they learn. Of course, the level of control over learning will vary depending on the form of ICT that is being utilised. There are ICT tools that will enable students to learn autonomously, requiring teachers to take a step back. For example, there are countless interactive programs freely available online that provide avenues for experimentation and enable students to make conclusions through trial and error. Would you like to figure out how to create an electrical circuit here? Or maybe return the human organs to their correct positions here? Interactive websites for education extend well beyond the sciences, please visit http://interactivesites.weebly.com/ for more ideas! Some tools will be very controlled and provide little to no opportunity for autonomous learning. For example, short videos can be displayed using a laptop linked to an overhead projector. Presenting a class with an informative simulation can help to teach concepts that cannot observed in a practical setting. See the video below explaining the the tricky concept of DNA and its function.
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AuthorSarah-Louise Tapper |