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PEDAGOGY, Dialogic Pedagogy, Dispositional Pedagogy - Coggle Diagram

- - - - places
      - experiences
      - culture
    - - visual processes
      - hands on / reflective techniques
      - narrative based
      - use of symbols / metaphors
      - land based
      - connected to community
    - - Knowing schools contexts
      - Deeply understanding students
  - - - favourable dispositions through personal relevance and choice
      - feel respected and connected
      - cultural congruity in class instruction
      - cross cultural comms
      - use learning of students' lives as access to learning
      - constructivist views of learning
      - affirming toward students cultural diveristy
      - supporting critical consciousness
      - cultural competence (of students)
      - high academic expectation
      - High Quality Teacher
        
        Positive relationships
        
        Cultural bridge
        
        Explicit literacy demands
        
        Clear learning intentions
        
        Differentiation
        
        Pedagogical expertise
        
        High expectation
- - - - determining activities
      - evaluating student achievement
      - setting goals
- - - - PCK
      - CK
      - General pedagogical knowledge
      - Curricular knowledge
      - Knowledge of education contexts
      - knowledge of philosophical and historical aims of ed.
  - - - Constructivist ideas - Piaget, Vygotsky
      - learner-cented
      - digital technologies
      - Teachers and students as co-learners
      - Clarity
        
        Learning goals
        
        Measures of success
      - mastering content knowledge and learning process
  - - - to fight oppression
      - achieve social transformation
- - - - Looking at
      - Strategic
        
        What evidence supports this view?
        
        What are the limitation/possibilities/priorities?
      - Sceptical
        
        What makes you say that?
        
        Is the evidence reliable?
        
        Whose voice is silenced?
    - - Looking out
      - Metacognitive
        
        What did I learn?
        
        Why type of thinking did I use?
        
        What helped me learn?
        
        What did I learn about myself as a learner?
      - Reflective
        
        ...and how will I go about this?
        
        What might strengthen my work?
        
        What could I do differently?
    - - Looking in
      - Open-minded
        
        What are the other perspectives?
        
        What other approach could we take?
        
        What other consideration need to be made?
      - Curious
        
        How could?
        
        What might?
        
        What if?