SAINT JOSEPH INSTITUTE OF TECHNOLOGY

Butuan City
Accredited: Philippine Association of Colleges and Universities Commission on
Accreditation (PACUCOA)
Certified: ISO 9001: 2000
 What is pedagogy?
 Basic components of Pedagogy
 Pedagogical Approaches
 Characteristics of Successful Pedagogy
 Pedagogical challenges
 Pedagogical model
 Four forms of Pedagogy
 Importance of Pedagogy in school
 The word comes from the Greek root  in which
paidos means "child" and agogos means
"lead"; literally translated "to lead the child".
 For some time it was called as the art of teaching
and science of learning.
 Specifically Instructional Theory
 Ability To Learn How To Learn
 Develops Conceptual Knowledge And Manages
The Content Of Learning Activities
 “ It is a cultural process, to bring out the all
innate abilities and nourish the acquired abilities
of a child through a systematic and planned
manner.
(1) curriculum- the content
of what is being taught;
(2) methodology- the way
in which teaching is done;
(3) Assessment/ techniques
for socializing children in
the repertoire of cognitive
and affective skills
required for successful
functioning in society that
education is designed to
promote.
 may be designed to encourage learning
processes (memory, attention, observation)
and cognitive skills (reasoning, comparing
and contrasting, classification), as well as
the acquisition of specific information, such
as the names of the letters of the alphabet
(Wiggins and McTighe, 1998)
(1) physical well-being and motor development, movement,
and coordination;
(2) language development, oral language, nursery rhymes,
poems, finger plays and songs, storybook reading and
storytelling, emerging literacy skills in reading and writing;
(3) social and emotional development, autonomy, and social
skills;
(4) approaches to learning, work habits; and
(5) knowledge acquisition and cognitive development,
mathematical reasoning and number sense, orientation in
time and space, scientific reasoning and the physical world,
music, visual arts.
 Emergent Literacy-
denotes the idea that the
acquisition of literacy is best
conceptualized as a
developmental continuum with
its origins early in the life of a
child, rather than an all-or-none
phenomenon that begins when
children start school.
 Literacy
Environments
 Language Outcomes
Section 5 RA10533
“ The curriculum shall use pedagogical approaches
such as:
1. Constructivism,
2. Inquiry-based,
3. Reflective,
4. Collaborative; and
5. Integrative.
 We Construct meaning based on prior
knowledge and experience
 Meaning-making
 Learning is social
 Learning is active
 In a constructivist approach, it is important
that we know where our students are coming
from but NOT to judge them, but to be able
to provide the most suitable learning
environment for them to discover what
needed to be learned and un-learned
 Peer assessment
 Portfolios
 Rubrics
 Simulation
 Project based learning
 Make connections of learning across
curricula; focuses on connections rather than
isolated facts.
To this effect, pedagogy of integration has four objectives
(Peyser, Gerard, & Roegiers, 2006):
1. Making sense of the learning process
2. Differentiating matters by relevance
3. Applying the learning to practical
situations
4. Associating the learned elements
 Teachers analyse their own
practice and
underlying basis to consider
alternative
means for achieving their ends.
 RM No. 11 s. 2015, in order to achieve a classroom where
collaborative learning approach works, teachers must fully
understand learners preferred learning styles and view of
learning Classroom teachers shall use the following
strategies properly
1. Online - Collaborative Learning
2. Jigsaw Method
3. Think- Pair- Share
4. Integrated Process Approach
5. Peer Teaching )
Inquiry Based Approach To achieve the desired outcomes using this
approach, the following strategies can be adopted (RM No. 11 s. 2015):

1. Simulation
2. Demonstration
3. Experiment
4. Field Study
5. Project WorK
 Structured Lessons
 Clear Presentations
 Appropriate Pacing
 Modeling Skills
 Conceptual Mapping
 Interactive Questioning
 Individual/Group Practice
 Assessment And Diagnosis
 Matching Learning Tasks To Student
Attributes
 Related to learner- their characteristics
 Subject/content
 Pedagogue’s own persona
 Content analysis
 Teaching strategies, methods, techniques,
technologies and tactics
 Communication process
 Learning and teaching barriers
 Intervening and extraneous variables- fatigue,
pressures from management and parents
 Pedagogical skill to implement teaching
strategies…and pedagogical content
knowledge
 Reflective skills to analyze and act of
teacher-generated data
 Communication and collaboration skills to
build relationships
 Management skills to arrange successful
learning environments
 Technological skills
 Objectives
 Review
 Motivation
 Transition
 Clarification
 Scaffolding
 Examples
 Directions
 Enthusiasm
 Closure
 Relevancy
 Reliability
 Validity
 As per mental level of the students
 Mixed with other methods, Interactive techniques
 Proper time
 Avoid Technical jargon
 Proper Feedback and reinforcement
 Gesture
 Posture
 Body language
 Communication
 Intonation
 Repetition of difficult words
 Reinforcement
 Use of hints, cues, examples
 Mixing usual behavior
KARL MAGER (1854 – 1858)
- is often identified as the one who coined the term social pedagogy. He
held the belief that education should focus on the acquisition of knowledge but also
of culture through society and should orient its activities to benefit the community

PAUL NATORP (1810 – 1924)

- Education should be social, thus an interaction between educational
and social processes. Natorp believed in the model of Gemeinshaft (small
community) in order to build universal happiness and achieve true humanity. At the
time, philosophers like Jean-Jacques Rousseau, John Locke, Johann Heinrich
Pestalozzi and Immanuel Kant were preoccupied by the structure of society and
how it may influence human interrelations. Philosophers were not solely thinking of
the child as an individual but rather at what he/she can bring to creating human
togetherness and societal order.
Critical pedagogy is based on the Students learning through critical
principle that students should come
to their own conclusions and that
pedagogy may be challenged to
there is no one “correct” present their interpretation of a
interpretation of a work of art or text to the class.
literature.
 This is often achieved
through efforts to examine
the roles of minorities or
women in historical
contexts, rather than
reading history as the tale of
Critical pedagogy may not be “old dead white guys” as it
appropriate for math classes. can often be portrayed in
American and European
schools.
 The growing popularity of culturally responsive
instruction is slowly causing traditional trends to be
reversed, with the onus to adapt to the demands of the
multicultural classroom being increasingly placed on the
teacher. Given the wealth of diversity in our nation’s
public schools, it is no wonder that instructional theory is
advocating a shift toward a pedagogy that emphasizes a
comfortable and academically enriching environment for
students of all ethnicities, races, beliefs, and creeds.
 3 CULTURAL RESPONSIVE
FUNCTIONAL DIMENSIONS

INTITUTIONAL DIMENSION
- emphasizes the need for reform of the cultural factors affecting the
organization of schools, school policies and procedures (including
allocation of funds and resources), and community involvement.
PERSONAL DIMENSION
- refers to the process by which teachers learn to become culturally
responsive.
INSTRUCTIONAL DIMENSION
- refers to practices and challenges associated with implementing
cultural responsiveness in the classroom.
 Initial cultural biases can be overcome via hard
work and reflection. The necessary element for discarding
pre-existing biases is a willingness to go through a process
of rigorous self-appraisal in order to learn what needs to be
changed to teach in a culturally responsive fashion.
Eventually the focus of this reflection must turn
toward one’s ideas about and racism and bias. The
culturally responsive educator should reflect on the fears,
stereotypes, and biases that they have about individuals
that are different from them.
 Socratic inquiry is emphatically not "teaching" in the
conventional sense of the word. The leader of Socratic inquiry
is not the purveyor of knowledge, filling the empty minds of
largely passive students with facts and truths acquired through
years of study. As the people in the School of Education
would say, the Socratic teacher is not "the sage on the stage."
In the Socratic method, there are no lectures and no need of
rote memorization. But neither, as you might expect, is the
Socratic teacher "the guide on the side."
1) The Socratic method uses questions to examine the values, principles,
and beliefs of students.
 Through questioning, the participants strive first to identify and then to
defend their moral intuitions about the world which undergird their ways
of life. Socratic inquiry deals not with producing a recitation of facts, or
a questioning of the logic of various and sundry abstractions which are
held up for comparison, but demands rather that the participants
account for themselves, their thoughts, actions, and beliefs.
2) The Socratic method focuses on moral education, on how one ought to
live.
 Socratic inquiry necessarily proceeds in an ad hominem style. That is,
rather than making arguments or asking questions designed to
convince any or all people, all comments in a Socratic inquiry are
directed at specific participants in the discussion.
3) The Socratic method demands a classroom environment characterized
by "productive discomfort.“
 In the best of Socratic dialogues, there is real tension among the
interlocutors. The stakes are high. Will one be called on, be called to
account?
4) The Socratic method is better used to demonstrate complexity,
difficulty, and uncertainty than at eliciting facts about the world.
 Bertrand Russell once wrote, "As usual in philosophy, the first difficulty
is to see that the problem is difficult. If you say to a person untrained in
philosophy, 'How do you know I have two eyes?' he or she will reply,
'What a silly question! I can see you have.' It is not to be supposed
that, when our inquiry is finished, we shall have arrived at anything
radically different from this un-philosophical position”.
 In the Socratic method, the Socratic professor is not the opponent
in an argument, nor is he or she someone who always plays devil's
advocate, saying essentially: "If you affirm it, I deny it. If you deny it, I affirm
it." This happens sometimes, but not as a matter of pedagogical principle.
Neither does the Socratic professor possess all the knowledge or
the answers, nor is he or she "just testing" the students. The professor is a
participant in dialogue, and must always be open to learning something
him- or herself. It follows from this, that the Socratic professor does not
seek deference to his or her authority. Nor does he or she create a cult of
personality by seeming aloof, cold, and distant. Instead, the Socratic
professor knows his or her students' names, and the students know each
other's names.
1. Set down conversational guidelines: Learn students name and
have the students learn each other’s name.
2. Ask questions and be comfortable with silence. Silence is
productive. Be willing to wait for students to respond.
3. Find ways to produce "productive discomfort." Cold-calling
works, but temper it with small group work so students can talk
to their neighbor.
4. Above all else, use follow-up questions! Get students to account
for themselves, not just to regurgitate readings and lectures.
5. Always be open to learning something new.
6. Welcome the "crazy idea" that offers a new perspective
on the topic, but discourage those ideas which are not
serious.
7. Brevity and short interventions from the professor are
most welcome.
8. Discourage obsequious deference to authority and
status.
9. Find a classroom space that encourages interaction.
10. Finally, don't be scared of size! All of this is possible
even in large classes.
  Having a well-thought-out pedagogy can improve the quality
of your teaching and the way students learn, helping them
gain a deeper grasp of fundamental material. Being mindful
of the way you teach can help you better understand how to
help students achieve deeper learning. And it can, in turn,
impact student perception, resulting in cooperative learning
environments.

Pedagogy can allow students to gain a deeper understanding of subject

matter and can help them apply their learning's to their own personal
experiences outside the classroom. Teachers can work together with
students to come up with the best way for subject matter to be studied.

Once you’ve created your own pedagogy in higher education, you can then
develop course material and activities that are challenging for students. This
will assist them in cognitive development, ensuring that they advance their
understanding of concepts to higher levels.
 With a clear and concise understanding of pedagogy, everyone is
on the same page. Students can comfortably share ideas and
understand how curriculum will be approached and what’s
expected of them. 

Pedagogy has been evolving to better support 21st-century skills

and ideas. The traditional classroom lecture is no longer as effective
as it once was. Teaching has expanded to include new forms of
learning, like interactive and collaborative projects and online and
remote curricula, and to accommodate more flexible schedules.
09/29/21
Thanks indeed