Week 2: The nature of Digital Pedagogy

Week 2 Blog

Response: The nature of digital pedagogy

The clear pedagogical principals that are presented in this section are brilliant, however I very rarely see this active in classrooms. It sounds like a big ask when teachers also have to follow standards set by the National Curriculum and then again differentiate for the students in each class. This can be, in my opinion, especially difficult in Secondary schools because of the sheer amount of students and classes that have to be catered for in different ways (Primary teaching is no easy task, but teachers would have far more opportunities to learn about their students).  These principals in my opinion are a very big part of the recipe for the perfect classroom, as it would engage all students and would allow students to leave school with a wealth of relevant knowledge and skills.

Pedagogy interpretation table: (Note I am writing this in the context of a secondary math teacher, therefore all examples are in this context)

Pedagogy	What is looks like in practice	What it does not look like in practice
Facilitating deep knowledge through higher order thinking	Posing diverse questions, asking students to solve problems using knowledge and skills taught in class.	Asking questions with answers such as True or False. Students simply reciting facts instead of understanding them and the uses of those facts.
Facilitating collaborative learning in which conversations are important	Having tables organised in groups, with opportunities for students to discuss or problem solve in groups.	Having rows and a strictly quiet classroom.
Supporting students in knowing how they learn best	Ensuring that there are multiple ways for the students to learn, such as providing written materials, demonstrating on the board, allowing students to work out on their own etc..	Lecturing students for the full lesson. For every lesson, until the tests.
Planning learning that is problem-based, and situated in real-life contexts	Providing a context and example of when this might be useful.	Simply providing values and asking students to solve the problem.
Is relevant to students, and connects to their background knowledge	Asking students to provide information in regard to the context of questions to make it relevant to their own life, hobbies etc..	For example, posing a question that is relevant to city classrooms in a mining based rural classroom.
Supports learning that is owned, controlled and managed by students themselves	As above, as well as asking students whether they would prefer a revision sheet or a revision lesson for example.	Never asking or responding to any input.
Is socially supportive, engaging and values cultural knowledge	Promoting acceptance, without discrimination of any kind.	Allows teasing of certain students.
Is supportive of the development of active citizenship, and strong group identity	Teaching students to be responsible and allowing small discussions regarding social issues when appropriate, for example in a transition.	Quelling any discussion, possibly with an opinion that the teacher describes as fact when it is an opinion in popular debate that impacts the students.

*(first prac – just to see other ways I could have planned lessons)

Response: Engagement activity 4

My pedagogical framework ideas: