1/22/2025 Pedagogy
➔ Children’s learning process
What is Teaching? ➔ The art and science of teaching, as
➔ Edmund Amidon (1967) defined a professional practice and as a
teaching as “an interactive process, field of academic study
primarily involving classroom talk ➔ It encompasses the practical
which takes place between teacher application of teaching and also
and pupil and occurs during certain curriculum issues and theories
definable activities” relating to how and why learning
takes place
What is involved in teaching? ➔ Sometimes taken to be specifically
➔ What (content) about the education of children and
◆ what is to be delivered to the young people
learners
◆ Instructors should revisit the Andragogy
curriculum and check if it’s ➔ Adult learning process
still relevant to the learners ➔ Used in relation to the education of
➔ When (instructional time) adults
◆ Schedule should be
organized Are teaching and learning inseparable?
➔ Where (learning environment) ➔ When you teach, you also learn
◆ In a conducive learning
environment Pedagogical Triangle
◆ A place where students ➔ At the forefront of research is the
would be comfortable growing interest on learners’
➔ How (delivery) relationship toward their teachers
◆ Classroom management of a peers, and curriculum resources
teacher
● Arrangement of
chairs
● Mood of students
➔ Why (outcomes)
◆ Grades
Is teaching both a science and an art?
➔ It is a scientific process, and its
major components are content,
communication, and feedback ➔ Teacher
(Davis et al., 1962; Gage et al., ◆ Subjective views of teaching
1974; Gage (1978). ● May excel in the
➔ It is also an art as it involves a things you don’t
creative and skillful application of usually see
knowledge to engage and inspire ◆ Lack of motivation
learners ◆ Lack of confidence
◆ School climate ➔ Decision-making: instructor chooses
● Cancellation of topics
classes due to heat ➔ Assessment and evaluation:
index instructors only evaluates students’
◆ Rigid structure learning
● If earthquake-proof or ➔ Classroom dynamics: classroom is
typhoon-proof quiet and controlled
◆ Power dynamics ➔ Culture: competitive
● Refers to those Learner-centered
authorities who uses ➔ Both teacher and learner
their powers ➔ Communication: Instructor models;
◆ Large class sizes student interact with instructor and
● Number of students in other students
a classroom ➔ Inquiry response: students answer
◆ Congested curriculum each others’ questions with teacher
● Number of subjects as an information source
● Overlapping ➔ Decision-making: students have
curriculum some choice of topics
◆ High-stakes testing ➔ Assessment and evaluation:
students evaluate their own learning
Teacher quality along with instructor’s evaluations
➔ “Whereas students’ literary skills, ➔ Classroom dynamics: classroom is
general academic achievements, often noisy and busy
attitudes, behaviors and experiences ➔ Culture: collaborative
of schooling are influenced by their
background and intake Who is more important, the teacher or
characteristics, the magnitude of the learner?
these effects pale into insignificance ➔ Teachers tend to think that teaching
compared with class/teacher effects” is all about teachers and their role,
but the most important aspects of
Teacher function the educational process are the
➔ The teacher should not be one to students and what they learn.
stand at the front of the room doling
out bits of information to be Teaching is learning-centered if the students
absorbed by passive students are given the opportunity to express
➔ Instead, the teacher’s role should be themselves freely.
that of a facilitator and guide
Teacher-centered
➔ Teacher only
➔ Communication: Instructor talks;
students listen
➔ Inquiry response: instructor answers
students’ questions
1/30/2025
Realism – Essentialism
Educational theories are rooted from ➔ Essentialism is a teacher-centered
educational philosophies. They examine the philosophy that adheres to the belief
roles and functions of schools, curriculum, that the basic skills literacy and
teaching, and learning numeracy as well as subject-matter
knowledge should be developed in
EDUCATIONAL THEORIES schools
Idealism - Perennialism ➔ Essentialists do not favor innovation
➔ Perennialists assert that the primary ➔ Essentialists do not favor innovative
purpose of education is to bring or process – learning approaches
contact with the truth by cultivating like constructivism, which allows
their intellect in the sense of students to construct knowledge
rationality based on the past knowledge/
➔ Have to use critical thinking experiences.
➔ Perennialists assert that the primary ➔ They adhere more on
purpose of education is to bring teacher-directed instruction because
students in contact with the truth by they believe teachers are trained
cultivating their intellect and sense of professionals who should guide and
rationality direct the learning of the students
➔ Situational Analysis ➔ More on dictatorship
◆ Dr. Cruz, a nutrition ➔ Situational Analysis
education professor, ◆ Ms. Zada focuses on
emphasizes timeless imparting fundamental
principles in her curriculum. hygiene practices to children
Foundational topics such as in a community. She ensures
macronutrients, that each child acquires
micronutrients, and basic fundamental knowledge and
dietary principles form the practices regarding
core of her teachings, handwashing, dental care,
drawing from classic works and personal cleanliness
like ‘Nutrition and Physical before moving on to more
Degeneration’ by Weston A. advanced health topics. She
Price. Dr. Cruz believes believes that instilling these
these enduring principles essential hygiene habits is
provide students with a solid foundational for the — and
and timeless foundation in sets the stage for a lifetime
nutrition. (Mastery of basic knowledge
➔ “It must be remembered that the & skills needed in society)
purpose of education is not to fill the ◆ “Essentialists hope that when
minds of the students with facts, it is students leave school, they
to teach them how to think” – Robert will possess not only basic
Hutchins skills and an extensive body
of knowledge, but also
disciplined, practical mind ➔ They can take control of their lives,
capable of applying improve their human conditions, and
schoolhouse lessons in the build a good society
real world” – William Bagley ➔ Education, therefore, should prepare
the students to meet the demands of
Pragmatism - Progressivism society
➔ Progressivists belong to a reform ➔ Food science teacher ms. Arenas
movement that opposes traditional included in her discussion of food
education preparation the current world issues
➔ The best way to learn is by actively on food safety. She made sure that
exploring or engaging in direct her course learning outcomes
experiences addresses one or two of UN’s 17
➔ Believe that the school should be a Sustainable Development Goals.
laboratory for experimentation The AT is an advocacy project on
➔ Organize schools around the proper food sanitation among food
learner’s concerns, curiosity, and establishments in UST. (Awareness
real-world experiences and action on social problems)
➔ Science teacher Ms. >ogan eses the ➔ The reconstructionist is “very clear
5Es Model (Engage, Explore, as to which road mankind should
Explain, Extend and Evaluate) to take, but he (or she) is not all clear
teach about the Food Web. She which road it will take.” – Theodore
starts with a song “food web”, Brameld
followed by a group activity,
discussion and analysis of a food (Existentialism) – Critical Theory rooted
chain. Students are then told to in Post Modernism and Existentialism
construct their own food web (whole ➔ A philosophy that emphasizes the
child; active experimentation; subjectivity of human experience
meaning making) ➔ It is a more process of
➔ “Scientific principles and laws do not philosophizing than it is philosophy
lie on the surface of nature. They are ➔ Asserts that the purpose of
hidden and must be wrested from education is to help students find
nature by an active and elaborate meaning and direction in their lives
technique of inquiry” – John Dewey ➔ As a nutrition educator, Ms. Rio
initiates discussions on food justice
Pragmatism - Reconstructionism and equity in her classes. She
➔ Social reconstructionists were encourages students to critically
considered as the more examine issues such as food
socially-oriented progressivists accessibility, socioeconomic
➔ Sought to make schools the center disparities in nutrition, and the
of larger social reforms impact of cultural influences on
➔ Believe that people are responsible dietary choices. By fostering a
for their social conditions dialogue around these topics, Ms
Rio aims to empower students to
analyze and challenge systems
(Analysis of social conflicts; ◆ Not obliged to give back to
overcome oppression; improve those who help you,
human conditions reciprocate to other people
➔ “Existence precedes essence.” – ➔ Uses active learning techniques
John Paul Sartre ◆ Study habits, problem
◆ We owe our existence to solving, but also applying in
nature but define ourselves real life itself
through actions. We must ➔ Gives prompt feedback
take responsibility for our ◆ By means of evaluation and
choices. grades
Summary: Educational Philosophies ➔ Emphasizes time on task
➔ Idealism – Conceptual matters/ ◆ Schedule for prelims and
intangible finals, lecture classes
➔ Realism – Hands-on learning ➔ Communicates high expectations
➔ Pragmatism – Utility of learning ➔ Respects diverse talents and ways
experiences of learning
➔ Existentialism – freedom of choice ◆ May teach how to become
➔ Postmodernism – skepticism and professionals, how to speak
relativism doubt with respect
Summary: Educational Theories
➔ Perennialism – time-tested concepts Principles of Smart Teaching
➔ Essentialism – return to basics ➔ Students’ prior knowledge can help
➔ Progressivism – problem solving and or hinder learning
social experience ◆ Prior knowledge:
➔ Reconstructionism – problem solving fundamentals previously
and social responsibility learned
➔ Critical Theory – critiquing and social ➔ How students organize knowledge
order influences how they learn and apply
what they know
2/5/2025 ◆ In school, you are not directly
Principles of Teaching taught how to organize; as
What is a principle? you learn, you are learning
➔ A fundamental truth or proposition how to organize
that serves as the foundation for a ➔ Students’ motivation determines,
system of belief or behavior directs, and sustains what they do to
➔ Rule or belief that guides you learn
➔ Principle is different from pride ➔ To develop mastery, students must
acquire component skills, practice
Based on research college teaching and integrating them, and know when to
learning, good practice in undergrad educ apply what they have learned
➔ Encourages contacts between ➔ Goal-directed practice coupled with
students and faculty targeted feedback enhances the
➔ Develops reciprocity and quality of students’ learning
cooperation among students
➔ Students’ current level of ◆ Interaction (with self, others,
development interacts with the and surroundings)
social, emotional, and intellectual ◆ Meaning-making
climate of the course to impact ➔ Examples of Constructivist
learning Learning
◆ Level of development must ◆ Case studies
be balances, coincide with ◆ Research projects
emotional quotient ◆ Problem solving
➔ To become self-directed learners, ◆ brainstorming
students must learn to monitor and ◆ Collaborative learning
adjust their approaches to learning ◆ Discovery learning
◆ You do not just learn inside ◆ simulations
the classroom, expose Famous quotes
yourself in other places ➔ “Give him a child and I will shape
where you think you can him into anything” (Burrhus Frederic
learn something Skinner)
◆ Teaching does not only come
Learning Theories from teachers, anyone can
➔ Behaviorism teach
◆ Stimulus-response ➔ “Learning is defined as a change in
◆ Correct response behavior. You haven’t learned a
➔ Examples of Behaviorist Learning thing until you take action and use it”
◆ drill/ rote and repetitive (Kenneth Blanchard)
practice ◆ Values are caught and taught
◆ rewards/ incentives and ● Children learning
punishment from examples, from
◆ Reinforcement the actions of people
◆ Establishing rules around them
◆ Giving feedback ➔ “We teach a subject not to produce
➔ Cognitivism little living librarians on that subject,
◆ Mental connections but rather get a student to think… for
◆ Correct process himself, to consider matters… to
➔ Examples of cognitive learning take part in the process of
◆ Classifying of chunking knowledge-getting. Knowing is a
information process, not a product.” (Jerome
◆ Linking concepts Bruner)
◆ Providing structure ◆ We teach students how to
◆ Real world examples think, not what to think
◆ Discussions ➔ “Give students something to do…
◆ Problem-solving and the doing is of such a nature as
◆ Analogies to demand thinking; learning
◆ imagery/ providing pictures naturally results” (John Dewey)
◆ mnemonics Feb 12: long test (40 items)
➔ Constructivism ➔
