Topics: Pedagogy, Learning, Education Pages: 15 (4002 words) Published: December 6, 2012
Guidance Curriculum and Standards

Pedagogy and Personalisation

Senior leaders, subject leaders and teachers
Status: Recommended Date of issue: 06-2007 Ref: 00126-2007DOM-EN

This booklet is for leaders and teachers and other practitioners in schools and settings who wish to develop further the knowledge, skills and expertise of those who support children’s and young people’s learning.

How to make best use of this booklet
In recent years, many have commented that the profession of teaching has lacked a consistent and shared view of what constitutes pedagogical knowledge and expertise. This booklet, based on the wide-ranging work of the National Strategies over recent years in the field of teaching and learning, is intended to make a contribution to a more developed view of pedagogy and thus an increased sense of informed professionalism. It provides a theoretical yet practical view of the pedagogical principles embedded in the National Strategies. The time to address these fundamental issues of teaching and learning is right. Those who work in schools and settings are faced with increased accountability, which has brought about an increased openness in terms of what goes on in learning environments. The new teaching standards make specific reference to the need to develop pedagogical knowledge and skill as part of developing a career as a teacher. The most effective continuing professional development (CPD) often involves a specialist input along with an element of sharing practice, for instance through co-coaching, with opportunities to reflect on and learn from the practice of others. Achieving this means having a shared language and understanding in order to describe and evaluate the act of teaching. Achieving this means increasing the range and quality of dialogue within and across schools and settings about what is effective, to reduce the variation in the quality of teaching and learning that still exists in many situations and to enable transfer of the best practice across the birth to 19 age range. You can use this booklet as a starting point to: • • • • generate a discussion in school, setting or department about effective pedagogy; explore further the four domains of pedagogy by accessing the supporting online resources (see below); identify key aspects of pedagogy that will benefit from further CPD; review key National Strategy materials and resources that will take you further into the approach to pedagogy summarised in this document.

Supporting online resources
The ideas in this booklet are further explored online where different aspects of pegagogy are linked to key National Strategies resources and materials. You can access these through 'supporting pedagogy' at www.standards.dfes.gov.uk.

Pedagogy and the National Strategies
Teaching is complex. Teachers and other practitioners draw on a range of working theories and their own experiences in arriving at their views on how children learn and how teaching can support this learning. There is an increasingly strong body of research evidence and practice that will help refine these views and inform pedagogical decisions. There are also many different definitions of pedagogy. The National Strategies have developed the following working definition: Pedagogy is the act of teaching, and the rationale that supports the actions that teachers take. It is what a teacher needs to know and the range of skills that a teacher needs to use in order to make effective teaching decisions. Developing a shared understanding and developing a common language to talk about pedagogy are crucial steps towards transforming teaching and learning to ensure that there is continuity and progression at all stages of the learning journey. This will lead to children and young people meeting their full potential. This document and the links it makes to other Strategy resources are designed to contribute to an informed professionalism that will enable practitioners and...
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