BY: DABO EUCLID AMMEL
VENUE: UNIVERSITY OF JOS
OUTLINE
EXPLAINING THE KEY CONCEPTS
THE NEED FOR EXPOSURE TO PEDAGOGY
THE GOALS OF EDUCATION
THE #CURICULUM
THE COVERAGE/DOMAIN OF PEDAGOGY
STEPS TO EFFECTIVE TEACHING AND LECTURING
EXPLAINING THE KEY CONCEPTS
Key Concepts: #Pedagogy, #effective #teaching, #knowledge #facilitation.
#Pedagogy is concerned about #principles and methods of teaching and teacher characteristics or #personality traits necessary for effective teaching.
Effective teaching: Effective teaching involves guiding students or #learners to #acquire knowledge (facts, skills, concepts), retain knowledge and apply or use knowledge. There are four essentials of effective teaching, including outcomes-based instructional orientation, clarity of instruction, engagement and enthusiasm.
Knowledge #facilitation: Knowledge facilitation involves guiding participants or learners through a learning process in which they develop specific skills or competencies or abilities. It is making #learning or #knowledge relevant and useful. Facilitation implies engaging #participants in creating, #discovering and #applying knowledge or learning.
THE NEED FOR EXPOSURE TO PEDAGOGY
A good knowledge of a subject or discipline does not automatically guarantee the ability to teach effectively or to facilitate knowledge #meaningfully.
Teaching or knowledge facilitation is complex and delicate because a teacher or facilitator does not only influence learners or participants #intellectually but also #personally. That is, the nature of teaching or knowledge facilitation is such that learners or participants are influenced #intellectually, #emotionally, #socially and even #spiritually.
To be effective, teaching or knowledge facilitation has to be approached intentionally and #reflectively.
Pedagogy has provided a good understanding of the nature of teaching. We now know that teaching is a science, an art and a craft.
A good knowledge of pedagogy enhances the #achievement of the goals of education.
THE GOALS OF EDUCATION
Those who are preparing to teach or facilitate knowledge must be aware of the general goals of education or learning. There are three #basic #goals of education or learning, including:
To inspire #students to learn and to value learning, and to become lifelong learners.
To #guide students to think for themselves, to apply information, and to monitor and reflect on their learning and understanding.
To guide students to develop research skills. That is, to develop the ability to independently gather #information on a #topic of interest or an issue that has some educational or social or economic relevance, objectively analyse it, and arrive at some informed deductions or inferences for the purpose of advancing knowledge, solving problems, or improving practice.
THE COVERAGE/DOMAIN OF PEDAGOGY
Pedagogy covers three areas: principles or #theories of teaching, #methods of teaching and teacher #personality #traits necessary for effective teaching.
Principles or theories of teaching: There are beliefs, ideas, assumptions, or philosophies about teaching that #research and practice have established to inform the act of teaching or knowledge facilitation. The implications of this knowledge or awareness are as follows:
Conditions for effective teaching can be created and their effects objectively observed and analysed.
To achieve the goals of education, teaching must be approached with intentionality and reflection – and not anyhow.
#Methods of #teaching: A method is a set of activities and techniques. There are different methods of teaching; for example, we have a #discussion method, a #lecture method, a #discovery method. An awareness of these #methods enables the teacher or lecturer to choose a particular one that will be suitable for a given topic or content.
Teacher personality traits or #human #qualities: Teacher personality traits matter and make a difference in the teaching-learning situation. That is, who the teachers are is as important as what they know and their methods of teaching. For example, to teach effectively, they must be emotionally and socially competent and they must radiate dynamism and enthusiasm. That is, they must have a positive outlook on life, care about what they teach and love and respect their students.
STEPS TO EFFECTIVE TEACHING
The following five steps are necessary for effective teaching: i. An understanding of the nature of teaching and learning processes. ii. Creating an enabling intellectual and emotional environment. iii. Adequate planning. iv. Engaging and motivating delivery techniques. v. Valid, reliable and fair assessment procedures and #instruments.
AN UNDERSTANDING OF THE NATURE OF TEACHING AND LEARNING PROCESSES.
An understanding that teaching is a #science, an art and a #craft.
An understanding that learning is an active process that is #contextual.
CREATING AN ENABLING INTELLECTUAL AND EMOTIONAL ENVIRONMENT.
Setting purpose and expectations.
Creating a friendly, trusting and accepting relationships between students and the teacher.
ADEQUATE PLANNING: THIS INVOLVES DESIGNING COURSE OUTLINES AND LESSON/LECTURE PLANS.
COURSE OUTLINES: What is a course outline? What are the purposes of a course outline? What are the components or features of a course outline?
A course outline is a document designed to provide important information regarding a course. It is a summary of what the course is about, its aims and objectives, the expectations from the students and the course assessment plan.
A course outline serves the following purposes: i. It indicates the course lecturer has carefully thought through what to teach, how to teach it and how to evaluate achievement. ii. It helps to approach a course in a coherent and systematic manner, and not in a haphazard manner. iii. It is a contract between the course lecturer and his/her students – it obligates the course lecturer to keep his/her promise. iv. It gives students an idea of what skills and concepts to master and how their mastery or proficiency will be tested. iv. It #enhances effective teaching and learning. v. It is a responsible and professional way of approaching teaching and learning.
#Basic components or #features of a #course #outline include course title, #course #code or number, #course #credits, aims and learning objectives of the course, #topics to be covered, methods of instruction/ #structure of #class activities, learning #approaches/students’ responsibility, recommended #textbooks or #readings, due dates of #assignments and dates of tests and assessment criteria, contact information of the course lecturer and office hours.
A LESSON/LECTURE PLAN OR FORMAT: i. What are the key elements of a lesson/lecture plan or format? ii. What are the instructional implications of the elements? That is, why do we need to give consideration to them?
Giving adequate consideration to the following elements of a lesson or lecture plan:
Course: general knowledge – facts, skills and concepts – to be learned.
Topic: What is the level of difficulty? What concepts might pose a challenge and how do I simply them? What skills and concepts do I what to use the topic to develop?
Contents/Aspects: What is the extent or depth of coverage? How many contents or aspects of the topic should be addressed?
Audience/Students: What is their level of readiness? How adequate is their existing knowledge? What do they already know? And do they need to know and why?
#Gender/Sex: How do I design instructional activities to take care of both sexes? What kind of #illustrations or examples would be appropriate for them?
Time/Duration: How much time do I have? What can reasonably be covered within the allotted time?
#Background #experience/ Existing or prior knowledge: What do students have on which to build the current learning?
Objectives: What skills and concepts do I want to develop? How do I state them in measurable and #quantifiable ways?
Instructional materials/Technologies: What technologies should I introduce to make learning enjoyable and meaningful?
Introduction: What techniques to use to introduce the lesson meaningfully?
Body/Development: How do I structure and present learning experiences or activities #coherently? What #formative assessment instruments would be #appropriate at the different stages of development or presentation? How many steps of development would be appropriate?
Application? What practice exercises do I employ? How do I get students to apply knowledge and solve problems? How do I ensure deep learning?
Evaluation: What kind of summative assessment do I use to determine individual students’ mastery of the topic? How many types of questions would be appropriate? How do I apply my knowledge of Bloom’s Taxonomy of Educational Objectives – #remember, #understand, #apply, #analyse, #evaluate, #create/synthesise?
Conclusion: How do I get students to grasp the thesis, the main ideas and the details of the lesson/ lecture?
#Assignment? What kind of assignment do I give to give students a chance to further practice what they have learned and to connect learning to life or something else?
Self-assessment? How do I monitor progress, what works and what does not work? What adjustments do I need to make to improve teaching and learning?
ENGAGING AND MOTIVATING DELIVERY TECHNIQUES.
Preparing students for each #lesson or lecture.
Effective #communication.
#Sustaining #students’ #attention.
Guiding students to take notes.
Concluding a lecture properly.
VALID AND RELIABLE ASSESSMENT PROCEDURES AND INSTRUMENTS.
What is assessment?
An assessment is any measure of the degree to which students have learned the objectives set for them. It is a process of gathering information about students’ learning or performance. Assessment can be formal or informal.
What are the #purposes of assessment?
To determine the extent to which a given #lecture/lesson has #achieved its #objectives – or the extent to which students have #mastered the #content of the #lecture.
To determine the effectiveness of the instructional methods.
To find out which students need additional help.
To provide incentives for students – assessment feedback may encourage students to work harder.
It provides data for decision making – e.g. promotion.
Types of assessment
#Formative #assessment
#Summative #assessment
#Continuous #assessment
#Characteristics of #valid and #reliable #assessment.
Validity: A valid assessment measures what it claims to measure.
Reliability: A reliable test is consistent and dependable.
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