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Pedagogy - Coggle Diagram

- - - - Recognition of difference
      - Presenting knowledge as problematic
      - Metalanguage
      - Substantive conversation
      - Deep knowledge
      - Deep understanding
    - - Connectedness to the world
      - Background knowledge
      - Problem-based curriculum
      - Knowledge integration
    - - Student direction
      - Academic engagement
      - Self-regulation
      - Explicit quality performance criteria
      - Social support
    - - Narrative
      - Inclusivity
      - Group identity
      - Cultural knowledges
      - Active citizenship
  - - - Teachers face complex decisions concerning justice, democracy & competing ethical claims
      - Moral obligation to engage students with controversial issues & to challenge them to critique and analyse social practices.
    - - A pedagogy involves teachers in building a classroom community that works to promote social justice.
- - - - Involves learning & communication being structured around what is most meaningful to the students
        
        Student's place
        
        Student's culture
        
        Student's experiences
    - - A highly important pedagogy for these students
      - Eight Aboriginal ways of learning
        
        Non Linear
        
        Land Links
        
        Deconstruct Reconstruct
        
        Symbols & images
        
        Non verbal
        
        Learning maps
        
        Community links
        
        Story sharing
  - - - Create a welcoming and stimulating learning environment
      - Walls and air space frequently display & celebrate students’ work
      - Differences between Primary & High School
        
        Primary students
        
        Have more ownership of their classrooms if they are involved in the design and creation of their physical space
        
        High School Students
        
        Stark & bare classrooms
        
        No real sense of ownership of a home room
    - - Consideration of students with sight, hearing or mobility impairments
      - Encourages postive interactions
      - Ensure a smooth transition between activities & grouping arrangements.
    - - Constructivist approach
        
        Small groups
        
        Horseshoe shape desk arrangement
        
        Supports a dialogic mode of interactive learning
        
        Encourages student– student exchanges
      - Traditional
        
        More individual
        
        Discussions are directed through the teacher
        
        Rows desk arrangement
- - - - Validating
        
        Every student’s culture
        
        Bridging gaps between school and home
        
        Diversified instructional strategies and multicultural curricula
      - Multidimensional
        
        Engage students’ cultural knowledge, experiences,
        contributions & perspectives
      - Socially & academically empowering
        
        Setting high expectations for students
        
        Commitment to every student’s success
      - Transformative
        
        Using students’ existing strengths to drive
        instruction, assessment & curriculum design
        
        Emancipatory & liberating from oppressive educational practices.
    - - Developing students’ cultural competence
      - Supporting their
        critical consciousness
      - A focus on
        student learning
- - - - Encourage student to be critical, creative & reflective
    - - Ritchhart's Dispositions
        
        Ability: requisite abilities, skills and knowledge
        
        Inclination: fixed and developed beliefs
        
        Sensitivity: awareness of the occasion
        
        Motivation: situation specific
      - Three Broad Dispositions
        
        Creative: Looking out
        
        Reflective: Looking in
        
        Critical: Looking at