Pedagogy in practice

Pedagogy	What does it “look like” in practice?	What does it not look like in practice?
Facilitating deep knowledge through higher order thinking	Supporting students and scaffolding work. For example: Posing a question that requires students to analyse, evaluate, comprehend, synthesise and research. Support students to develop these critical thinking skills.  For example:  3-Level Guide. Allowing sufficient time and permitting students to embed creativity into the presentation of responses. Presenting content in a real life context.	Feeding students the answers. Giving students simple questions that require no further analysis, evaluation, comprehension, synthesis and/or research. Allowing insufficient time for critical thinking. Teaching students facts, but not applying it to a real life context.
Facilitating collaborative learning in which conversations are important	Implement group work activities, group discussions and debates in the classroom. Allow students to work out specific roles within their groups. Monitor each group and ask prompting questions to get each group talking. Use ICT's to create a discussion forum where students can share their ideas and thoughts. Creating a safe learning environment where students feel confident in contributing ideas and sharing opinions. Giving feedback on responses in a positive, encouraging manner.	Instructing students to always work quietly and independently. Discouraging group discussion. Not allowing students to share their opinions and thoughts. Not facilitating and supporting groups to start the discussion (where required). Having an environment where students do not feel confident to contribute their ideas to group discussion. Putting students down for giving the wrong answer.
Supporting students in knowing how they learn best	Present content in various ways so that it caters for all learning styles. Incorporate ICT’s where appropriate, printed materials, hands-on activities etc. Be flexible and work with the students to develop assessment tasks that align with their interests where possible. Develop personalised learning plans so that learners are learning at their specific level and can work towards their own goals.	Not considering the individual needs of learners and presenting the content in one mode only. Not giving the learners time to work through the content and talking at the students the entire lesson.
Planning learning that is problem-based, and situated in real life contexts	Implement problem-solving activities based on real life problems that require students to work together and analyse, evaluate, comprehend, synthesise and research. Allow students to reflect on these activities once completed, highlighting what they did and what they can do better next time.	Giving students activities that simply requires recall of content and does not challenge learners to think critically. Activities that are not based or linked to real life contexts.
Is relevant to students, and connects to their background knowledge	Activities that align with students’ interests and builds on their background knowledge. Tasks based on real life, current situations that learners are interested in.	Using old resources that do not align with students’ interests.
Supports learning that is owned, controlled and managed by students themselves	Create a partnership with learners in which the learners control and manage their own learning whilst the teacher facilitates and supports their learning.	Using old teaching strategies not suitable to the learners. Not allowing students to take control of their own learning.
Is socially supportive, engaging, and values cultural knowledge	A safe learning environment that promotes acceptance and understanding of diversity in which discrimination is not tolerated. Following and teaching students about certain cultural protocols relevant to the learners in the classroom.	Allowing bullying to take place without addressing the situation. Discriminating against a certain person or group based on their religion, culture etc. or allowing students to discriminate against others.
Is supportive of the development of active citizenship, and strong group identity.	A safe learning environment where students feel confident to share opinions and collaborate with the teacher and others as active members of the classroom.	Not allowing students to have an input or opinion on the matters within the classroom. Rarely incorporating activities that require the learners to contribute and share ideas. Discouraging students from partaking in school programs.

My Pedagogical Framework: