UNIVERSITY OF CASTILLA-LA MANCHA

Albacetes Faculty of Education

Subject: Contemporary trends in education
Teacher: Antonio Cebrin Martnez
Academic year: 2017-2018

ORIGIN AND APPROACHES OF PEDAGOGY

Students:
Eva lvarez Lorente
Jos Francisco Campos Martnez
Antonio Morcillo Martnez
Javier Ruiz Izquierdo
Master degree in Primary Education
2nd course group B
Date of submission: 17/11/2017
 CONTENTS

1. VIDEO: THE ORIGINS OF AUTHENTIC PEDAGOGY

1.1 AUTHENTIC PEDAGOGY 3
1.2 JEAN-JACQUES ROUSSEAU ... 3
1.3 MARA MONTESSORI .. 4
1.4 JOHN DEWEY 4
1.5 ALEXANDER SUTHERLAND NEIL ... 5
1.6 RABINDRANATH TAGORE 5

2. ARTICLE: ROLE OF PEDAGOGY IN EFFECTIVE TEACHING

2.1 PEDAGOGICAL ANALYSIS AND EFFECTIVE TEACHING 6
2.2 WHAT IS TEACHING? .. 6
2.3 WHAT IS EFFECTIVE TEACHING? . 7
2.4 COMPONENTS AND OPERATIONS INVOLVED IN THE TASK OF
PEDAGOGICAL ANALYSIS . 8
2.5 STEPS OF PEDAGOGICAL ANALYSIS .. 8
2.6 NEEDS OF PEDAGOGICAL ANALYSIS . 9
2.7 HOW PEDAGOGY SERVES EFFECTIVE TEACHING .. 9
2.8 SUMMARY 10

3. QUESTIONS ... 10

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1. THE ORIGINS OF AUTHENTIC PEDAGOGY
Pedagogy is the scientific discipline that aims to study education, in order to know,
analyse and improve it. We are going to talk about a group of approaches of pedagogy
that are called as authentic pedagogy.
The word more commonly used is progressivism, but we are not really sure of its exact
meaning. Progress is something better than something else, or something after
something else, for that reason we use the word authentic because its got some more
useful descriptive meaning.
Why we use the word authentic instead of progressive?
1. Authentic implies a certain trueness to the interest of the child the child is
interested in what they are doing if its learning that makes sense for them.
2. Motivated by authentic learner interest.
3. Is authentic in the sense that the substance of learning is manifestly relevance to
society.
4. The teacher is positioned as a curriculum designer, not just as the mediator of
whats in the textbook and the children. They design curriculum that fits to the
needs and interests of students. Those things they can do are authentic in the
sense that it articulated between the teachers understanding of the students
needs and the students as they are actually encountered in class.
Authentic or progress first pedagogy really stands in distinction to didactic pedagogy
(typical authoritarian teachers and the kids are abroad and cranky).
Some famous people who, over time, have contribute to the idea of authentic
pedagogy:
1.2 JEAN-JACQUES ROUSSEAU.
Rousseau was one of the first modern thinkers to suggest a more natural or authentic
alternative to didactic education (traditional pedagogy). One of the great differences
between traditional and non-traditional pedagogy is found in the role given to the
apprentice and his environment in the educational process.
In traditional pedagogy the role played by the learner is passive, it is a receiver of
information whose needs and interests are not taken into account, while in non-
traditional pedagogy it is the axis of the teaching and learning process, its participation
in the acquisition of knowledge is active and based on their interests and everyday
reality content is built.
One of his famous quotes was:
Teach your students to observe the phenomena of nature; you will soon rouse his
curiosity
Put the problems in front of the students and let them to solve by themselves. Let
them know nothing because you have told him, but because they have learnt it for
themselves teachers cant solve their problems. If ever you substitute authority for
reason, they will stop reasoning and will be a mere plaything of other peoples thoughts.

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Dont tell people the solution of the things, let people think by themselves to be their
own thinkers and achieve its own conclusions, because the faculty of reasoning is the
endowment of human beings and must be used.
What Rousseau expected with that vision was to criticize the conventional school room
criticism to didactic pedagogy.

1.3 MARA MONTESSORI.

Put some of Rousseaus ideas into practice:
She created a school (named as Cars a day Bambini) in a poor neighbourhood of
Rome with some students, some of them with various forms of disability.
In that school, she let her students play and explore the classroom as a way to make
their curiosity rise. She created the wooden blocks that demonstrate the principles of
fractions.
It becomes a famous methodology and nowadays there are many schools that recreate
her model of education, which its very influential in kindergarten school.
The thing she said: The school must allow the free, natural manifestations of the
child. She wanted to build pedagogy as a scientific system in which it is a systematic
study that translates into a systematic practice.
The true concept of liberty is practically unknown to educators. She wanted the
school not to be a place in which is run like a slave plantation.

1.4 JOHN DEWEY.

He was interested in experiential education and against the traditional academic
education (didactic pedagogy):
Imposition from above the traditional didactic pedagogy is opposed to expression and
cultivation of individuality.
Traditional didactic pedagogy is against free activity, learning from text and teachers,
instead of learning from experience.
Acquisition of isolated skills and techniques by drill is opposed to acquisition of them
as a means of attaining ends, that will serve as preparation for the future, taking
advantage of all opportunities of the present.
The content of the curriculum is opposed knowledge of the changing world, do things
that are relevant for you through experience.
His overall philosophical system is called pragmatism, this current asserted that
knowledge should be used, judged and modified according to its practical effectiveness
and functionality in the search for subsistence.

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1.5 ALEXANDER SUTHERLAND NEILL.
He created a school (called Summerhill).
In this school there were no rules, the children could go to class when they wanted to or
not going to class if they didnt want. It was not compulsory.
Classes were very open and students could choose what they wanted to do.
On this way, pupils were the ones that decided what and when to learn. You dont force
anything on a child, let them do what they want to do in their own time and at their own
pace.

1.6 RABINDRANATH TAGORE.

He wanted to build an alternative system of education, she build a school (called
Patha Bhavana) in which agricultural life was connected with the real life. Tagore
taught out of the class, very close to nature.
What he said about didactic pedagogy:
The childs life is subjected to the education factory, separated from the contents of the
universe, but those activities are faded, imprisoned and muted by the force called
discipline, which kills the sensitivities of the child and the childs mind, that is restless
and eager to receive first-hand knowledge from nature.

2. ARTICLE: ROLE OF PEDAGOGY IN EFFECTIVE TEACHING

Pedagogy is the art (and science) of teaching. Effective teachers use different strategies
in different combinations with different groups of students to improve their learning
outcomes, some of them are more suitable to teach certain skills and fields of
knowledge than others and others are more suited to certain background of students,
styles of learning and skills.
They use strategies that support intellectual commitment, the connection with the world
in general, the classroom of support, the environments and the recognition of the
difference should be implemented in all the key and thematic learning areas.
The pedagogical practice promotes the welfare of students, teachers and the school
community: it improves the confidence of students and teachers and contributes to their
sense of purpose to be in school; builds community trust in the quality of learning and
teaching at school.

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2.1 PEDAGOGICAL ANALYSIS AND EFFECTIVE TEACHING.
The term pedagogical analysis (a composition of two words, pedagogy and analysis)
represents a type of analysis based on pedagogy, for its understanding, we try to
familiarize ourselves with the term analysis and pedagogy, it means a process of
breaking or separating a thing in its smaller parts, elements or constituents.
We break a teaching unit into its components - subunit, unique themes or concepts, etc.
through the process of analyzing the unit. We can divide the content of the prescribed
course into a topic in its various components: main and secondary sections, subsections,
units and subunits, main concept and minor concepts, themes, etc. carrying out a
process of content analysis.
Therefore, "the analysis of a given content material in any subject, any subject carried
out in the spirit of the science of teaching (Pedagogy) is known by the term pedagogical
analysis of the contents.

2.2 WHAT IS TEACHING?

It is referred to as an occupation or profession of a group of people known as a teacher
or an activity or activities to help an individual learn or acquire some knowledge, skills,
attitudes or interests. However, the meaning or concept is not so simple.
E. Amidon (1967). Teaching is defined as an interactive process, involved in the
classroom that takes place between teachers and students and occurs during certain
definable activities.
N. L. Gage (1962). Teaching is a form of interpersonal influence aimed at changing the
potential of another person's behavior. B. O. Smith (1960).

Teaching is a system of actions that aims to produce effective learning and for this:
1. I should say if teaching is a process or product.
2. It should clearly indicate its elements or constitutional factors.
3. You should reveal your objectives.
4. It should say about its organizational or structural aspects.
"Teaching is a triadic relationship and a tripolar process that involves the source of
teaching, the student and a set of activities and manipulation to bring changes in student
behavior."
In terms of the actions teachers take to improve student outcomes, these standards also
incorporate the essential knowledge, skills, dispositions and pedagogical commitments
that allow teachers to practice at a high level. These standards are based on a
fundamental philosophical base composed of five main propositions:
Teachers are committed to students and their learning.

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 Teachers know the subjects they teach and have the necessary pedagogical knowledge.
Teachers are responsible for managing and monitoring student learning.
Teachers think systematically about their practice and learn from experience
Teachers are members of learning communities.

2.3 WHAT IS EFFECTIVE TEACHING?

Effective teaching is the teaching that achieves the learning objectives of the students
identified by the teacher, the most effective learning.
In fact, there are two simple elements for effective teaching:
The teacher should have a clear idea of what learning should be nurtured.
The teacher establishes and provides a learning experience that allows this to happen.

The root of the effective teaching of a successful teacher is developed in the following
principles:
1. Students learn best in a positive and nurturing environment established by teachers
2. All students have areas of strengths and interests that may be useful in advancing
student learning
3. Teachers take the whole student into account; they attend to the cognitive, affective,
social and physical dimensions when developing a program of instruction.
4. Active commitment and interaction facilitate student learning.
5. The new learning is based on information previously learned. Learning is improved
when before knowledge and cultural and social experiences are valued, recognized and
exploited throughout the curriculum.
6. The students' learning is constructed individually and socially; it is influenced by
cultural factors, family and social context.
7. The meaningful evaluation is based on multiple measures, including informal
observations.

2.4 COMPONENTS AND OPERATIONS INVOLVED IN THE TASK OF

PEDAGOGICAL ANALYSIS.
A. Analysis of the content of the unit / theme / unique concept taught by the teacher in
the subject.
B. Establishment of the teaching objectives or instruction of the content material of the
subject in question, writing them in terms of specific behavior.

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C. Suggest methods, techniques, teaching and learning activities, aids and useful
equipment for learning to teach the subject on the hand quite in tune with the
achievement of the established instructional objectives.
D. Suggest the appropriate evaluation devices in the form of oral, written or practical
activities and test questions, etc. to evaluate the results of the evaluation. Teacher
learning process carried out in relation to the teaching of the subject in question.

In this way, when a teacher is asked to perform a pedagogical analysis of the contents of
a subject / unit or subject to be taught in the class, it has to go through the cycle of the
four components mentioned above, namely analysis of content, formulation of
objectives, selection of the method and teaching material and selection of evaluation
devices.

2.5 STEPS OF PEDAGOGICAL ANALYSIS.

Step 1: Divided the contents of the selected unit into suitable
Step 2: Write the essence of the content of the selected sub-unit.
Step 3: Write appropriate previous knowledge required for the sub-unit.
Step 4: Write appropriate instructional objectives to be selected for the sub-unit.
Step 5: Select appropriate teaching strategies for the sub-unit.
Step 6: Give suitable examples for the sub-unit.
Step 7: Prepare a table of specification for the sub-unit. Write at least six criterion
referenced test.

2.6 NEEDS OF PEDAGOGICAL ANALYSIS.

Pedagogy i.e. the science of teaching is a master plan that includes some details of
what is to be done by a teacher.
The teacher decides instructional objectives, equipment and strategies with every
aspect of learning conditions to be created. Pedagogical analysis is appropriate
objectives and strategies in various instructional situations and assess the levels the
level of actual learning at the end.
A comprehensive vision of required tasks, strategies for realization of specific goals
facilitates effective teaching.
Again, the learning environment created accordingly, enables to:
1. Relate individual fragment of knowledge to real experience in life and work.
2. Develop skills and relate facts as a part of a larger organized completely.

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2.7 HOW PEDAGOGY SERVES EFFECTIVE TEACHING.
The science of teaching pedagogy is found to serve the following two main objectives
in the schedule task of a teachers teaching.
1. Teaching should be carried out as smoothly as possible and
2. It should result into the maximum output in terms of the expected better
teaching outcomes.

A teacher has before him content material and learning experiences related to that
subject in a particular class. In this way, his success in his teaching task depends upon
the extent to which he is successful in realization of the teaching instructional
objectives. He can go on smoothly in his teaching task only if he follows suitable
method, devices, techniques and aid materials etc.

How properly is he proceeding in his teaching task and how will he is trying to achieve
the set teaching objectives, that now needs the help of a continuous system of testing
and measurement known as evaluations of teaching outcomes. The results of such
evaluations provide an appropriate feedback to the teacher for bringing desirable
modification in his methods and materials of teaching.

THE SCIENCE OF TEACHING LAYS DOWN IN FOUR ESSENTIAL

PILLARS.
1. CONTENT OF THE SUBJECT
2. EVALUATION DEVICES
3. TEACHING OR INSTRUCTIONAL OBJECTIVES
4. METHODS AND LEARNING MATERIALS
= EFFECTIVE TEACHING
In addition, a teacher must know the contents of the syllabus and the contents of the
topic.
1. The contents of the subject should be got analysed properly into major and
minor units.
2. Only a desirable amount of the content material enabled to be covered
properly in the scheduled subject period.
3. The topic in the hand should also be analysed properly in the form of major
and minor concepts.
4. The teacher should now clearly lay down the teaching or instructional
objectives related to the topic in hand by writing them into the specific
behavioral terms.

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 5. All of the possible things and factors helpful in the teaching of the topic in
view of the proper realization of the set teaching objectives then should be
properly analysed and classified in any of the scheme of pedagogical
analysis of the topic or contents of subject.
6. In order to control the different components of the teaching-learning process,
the teacher must include an appropriate evaluation scheme should also find a
place in any scheme of pedagogical analysis of the topic or content material.

2.8 SUMMARY.

1. EFFECTIVE TEACHING
Teachers must be aware of instructional methods.
The primary mission is to foster the development of skills, dispositions, and
understanding, while acknowledging thoughtfully and responsibly a wide range
of human needs and conditions.

2. THROUGH PEDAGOGY
Through pedagogy teachers observe and assess students in the context of
ongoing classroom situation like collecting and interpreting a variety of types of
evidence to evaluate where each student is in a sequence or continuum of
learning and development and know how to move from assessment to decisions
about curriculum, social support, and teaching strategies, to increase the
prospects for successful learning.

3. QUESTIONS
A. TRUE/FALSE
1. In authentic pedagogy, the educational process fundamentally focuses in the child and
the activity he carries out according to his particular interests. TRUE
2. Pragmatism should not use, judge and modify knowledge according to its practical
effectiveness and functionality. FALSE

3. There are four components and operations involved in the task of pedagogical
analysis. TRUE

4. A comprehensive vision of required tasks facilitates effective teaching. TRUE

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B. MULTIPLE CHOICE
1. According to Rousseaus perspective of education:
a) Children have to think by themselves to achieve its own conclusions.
b) Teachers cant solve their problems.
c) All are correct.
2. The school must allow the free, natural manifestation of the child through:
a) Playing and exploring.
b) Memorizing all the contents
c) Freedom and not compulsory education.
3. According to pedagogy science, what is define as teaching?
a) A non-interactive process, that takes place between teachers and students.
b) Profession of teachers that help acquisition and learning of knowledge,
skills
c) A form of interpersonal influence aimed at manipulating people's thoughts.
4. The science of teaching lays down in
a) pedagogy
b) effective teaching
c) four essential pillars (content of the subject, evaluation devices, teaching
or instructional objectives, methods and learning materials)

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