Effective Pedagogy

Honelako gehiago

SAMR vs. Triple E FRamework

by Ann Lawyer

ER DIAGRAM แบบจำลองข้อมูล

by Kasidis Chaiyasit

Great Gatsby Characters

by Natasha Walker

Nespresso - What else?

by Hubert Offner

Effective Pedagogy

References:

Svinivki, M., McKeachie, W.J. (2011). McKeachie's Teaching Tips: Strategies, Research, and Theory for College and University Teachers, 13th Edition. Wadsworth Publishing.

Peck, J. (2012). Keeping it social: Engaging students online and in class. Asian Social Science, 8(14), 81-90. Retrieved from http://search.proquest.com/docview/1221984454?accountid=32521

Martinez-Pons, M. (2003). Guide to Successful Teaching in Higher Education. In Asford University Library. Retrieved February 25, 2013 from http://site.ebrary.com.proxy-library.ashford.edu/lib/ashford/docDetail.action.

Jones, R. (2008). Strengthening Student Engagement. Retrieved February 25, 2013 from http://www.leadered.com/pdf/strengthen%20student%20engagement%20white%20paper.pdf.

"What are areas of each phase in need of theoretical elaboration or further research?" (Martinez-Pons, 2003, p. 23).

Post-Engagment Phase: This area could use more information on which assessments prove the most about the teacher-learning effort. Martinez-Pons lmany types: "observations, tests, questionsaires, consultants, and critical incident reports" (2003, p.22). There could be more information on which work and further instruction on what to do with the information.

Engagement Phase: Formative evaluation is well researched area in the teaching field, but teachers will need to make sure they are conducting their own research to keep up with their students and make sure their needs are being met in this way.

Pre-Engagement Phase: How to get students properly engaged will always require further research. Student bodies are changing constantly and teachers need to keep up with how to continue to engage students. From the beginning. "The contemporary student brings to their learning new expectations regarding involvement and contribution: students are increasingly involved in decisions about what will be prioritized in the media; what will be debated in their social lives and in wider networks, and whose voices will be heard" (Peck, 2012).

"How is each phase best conceptualized at the college level?" (Martinez-Pons, 2003, p.23).

Post-Engagement Phase: A final assessment is a tool to use in the post-engagement phase. "...the educator looks bad and assesses the success of the effort" (Martinez-Pons, 2003, p. 23).

Engagement Phase: This phase includes "situational assessment"(Martinez-Pons, 2003, p. 21). To measure this concept, it may be useful for class discussions, and also setional quizzes used to asses whether or not the students understand the material and are engaging in the course thus far.

Pre-Engagement Phase: A quick pre-assessment to see where the student is before the teacher starts getting into instruction. "The most important characteristic determining student learning is prior knowledge" (Svinicki & McKeachie, 2011, p. 26).

What do the fields of adult education and educational psychology say about the activities that take place in each of the three phases of college instruction?

Post-Engagement Phase: By the end of the engagement phase and into the post-engagement phase, a relationship should form between teachers and students and peers. "The classroom is made up of a group of students who desire and deserve high-quality personal relationships with adults and peers" (Jones, 2008, p. 8). At the end of the class the students should be learning and have no developed a relationship with their teachers that they should be able to refer to if needed.

Engagment: During this phase, teachers need to constantly work towards keeping the students engaged. "Most students will not do their best in classes when they feel that teachers do not have an interest in them or care about their future" (Jones, 2008, p.2). Students base their reaction to the teacher largely on how engaging the teacher is during this phase.

Pre-Engagement: Having introductions before going into the full on engagment will get the student more focused into the class. "Students are more likely to make a personal commitment to engage in rigorous learning when they know teachers, parents, and other students care about how well they do" (Jones, 2008, p.). Teacher-student effective relationships starting to develope is critical in this phase.

"How relevant is each phase to the success of the college teaching-learning effort?" (Martinez-Pons, 2003, p. 23).

Post-Engagement Phase: This shows how the teaching learning effort had been used and whether or not it held a successful outcome.

Engagement Phase: This phase is relavent in success by having the teacher involved in the teacher-learner process (Martinez-Pons, 2003, p.21). A unit assessment and quizzes will make sure that the student is on track and engaged in their learning.

Pre-Engagement Phase: This phase is relavent in making sure that students are where they need to be in order to succeed in the class.