The Evolving Realm

of the Teaching
Practice
Where Are We Going? How Will We Get
There?
Presented by: Ms. Lujan
February 6, 2017
 Terms Embedded Within
Instructional Practices of the
Past and Present
• Pedagogy: The science and art of education, specifically instructional
theory. An instructor develops conceptual knowledge and manages
the content of learning activities in pedagogical settings. As such,
pedagogy is the discipline that deals with the theory and practice of
education; it thus concerns the study of how best to teach.
• Andragogy: ANDRAGOGY and PEDAGOGY. "Pedagogy" literally means
"leading children." "Andragogy" was a term coined to refer to the
art/science of teaching adults. Andragogy within the context of
teaching practices, focuses on learning and therefore, considered
learner centered.
The Shift in Teaching Practices
Propels Us to…
• Heutagogy: The study of self-determined learning. It is also an attempt to
challenge some ideas about teaching and learning that still prevail in teacher
centered learning and the need for, ‘knowledge sharing’ rather than
‘knowledge hoarding’. In this respect, heutagogy looks to the future in which
knowing how to learn will be a fundamental skill given the pace of innovation
and the changing structure of communities and workplaces.”
• Peeragogy: In essence, students are teaching each other. Peeragogy is a
collection of “the best practices of effective peer learning.” It is a theory of
peer-to-peer learning and teaching that addresses the challenge of peer-
producing a useful and supportive context for self-directed. Learning is a
social, active, and ongoing process.
 The Common Core Arrives
(2007)
• It encourages the instructor or teacher to become more of a
facilitator within the classroom community.
• The work and preparation by the teacher in moving toward
creating a classroom community that is student-centered
takes place outside of the instructional period. The students
take ownership of the work during class time allotted.
• Danielson Framework is the rubric by which teachers assess
whether lessons are tailored to giving the voice, the
responsibility, and the stage for learning to students.
 Never Work Harder Than Your Students
by Robyn R. Jackson

Step I. Assemble within teams consisting of four members. Each team should reflect
expertise in the varying disciplines within our educational scope.

Step 2. Read the section of the excerpted chapter taken from Jackson’s Never Work
Harder Than Your Students assigned to your group.

Step 3. Extract a quote that resonates with your team as the focal point of the
portion of the reading assigned to your group. Interpret the meaning of the quote
extracted. Extract two pieces of textual evidence that clearly supports the shift in
the teaching practice, as revealed in the reading.

Step 4. Record findings and prepare to share with your fellow colleagues.
 Never Work Harder Than Your Students
Reading Excerpts for Activity
• Group I: Common Practice (bottom of 172-174 top)
• Group II: The Principle & Practicing the Principle (174- 175 top)
• Group III: Clarify What is Your Work (175 mid -178 top)
• Group IV: Clarify what is Your Students’ Work and Give Their Work
Back to Them (180-182 bottom)
• Group V: Try This (182 bottom-185 mid)
• Group VI: Hold Students Accountable for Doing Their Job (185 mid-
187 bottom)
• Group VII: The Principle In Action (188 mid-191 mid)
Mirroring the Classroom
Community
RL.11-12 Standards
• According to the Common Standards highlighted for Teacher
Informational Text, what standards did the activity address?
• In planning curriculum maps in conjunction with daily lesson
planning, how might beginning this process with a clear focus as to
what standard will be targeted support creating a student-centered
classroom community?
• How does the 5:30:10 plan reiterate the shift within instruction from
one that is teacher dominated, to a classroom atmosphere wherein
the work is done by the students, while the educator assumes the
role of a facilitator?
 Let’s Apply, Refine, and
Deliver…
Looking Ahead
Revisiting our practice as educators allows the clarity of hindsight.

1. Am I preparing to create a classroom community wherein learning is

driven by the students themselves?
2. How will I know that learning is taking place?
3. How will I know that my students are maximizing their learning potential?
4. How do I support students taking ownership/responsibility for their role in
the learning journey?
5. How much time is allotted for student voice, student expression, student
sharing? How much class time is occupied by teacher talk?