Week 2 - 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	Designing scenarios and activities that make learning more meaningful by supporting students to engage in higher order thinking; analysis, evaluation and creation of information.	Simply presenting students with a broad basis of information (limited explanation or without context), leaving limited space for critical thinking (Yes/No or True/False questions) or not providing enough time for students to critically reflect on and justify information and merely advocating for the recall and recitation of information.
Facilitating collaborative learning in which conversations are important	Allowing students the opportunity to work collaboratively in groups so all students can benefit from group discussion to help solve problems or complete activities.	Expecting students to always complete activities silently and independently and allowing no arena for discussion or collaboration.
Supporting students in knowing how they learn best	Recognising that students may learn in completely different ways and ensuring that all these different ways are effectively supported in the classroom context.	Using the same learning format or style each and every lesson with no consideration for the diversity of students in the classroom.
Planning learning that is problem-based, and situated in real life contexts	Providing learning experiences that are relevant to students by relating them to real-life scenarios or contexts.	Designing learning experiences that provide students with no context or base of relevancy for information and how it may be useful in the real world.
Is relevant to students, and connects to their background knowledge	Using background knowledge (interests, locality, etc.) of students in order to make the learning experience more relevant to them.	Using standard “one size fits all approaches” with no consideration of the background knowledge of students.
Supports learning that is owned, controlled and managed by students themselves	Allowing the students the element of choice for the type and structure of activities in the classroom.	Exercising all authority over everything that happens within the classroom.
Is socially supportive, engaging, and values cultural knowledges	Celebrating student diversity and difference and promoting a safe and supportive learning environment for all students.	Turning a blind eye to unacceptable occurrences in the classroom (harassment, bullying, etc.)
Is supportive of the development of active citizenship, and strong group identity	Supporting the development of real-world social skills and fostering a strong group identity by promoting a positive sense of acceptance and belonging for all students within the classroom.	Carrying an air of indifference with no consideration of the responsibilities of teachers to support positive student development and identity.