PEDAGOGY

Pedagogy

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Introduction3

Report A4

Critical Analysis4

1.Behaviorist Learning Theories:5

2.Cognitive-Information Processing Theories:6

3.Cognitive constructive learning theories7

Piaget's theory of constructivism8

Some other constructivism theories9

Conclusion9

Report B11

Receptive and Productive skills11

Receptive Skills12

Productive Skills12

Integrating Receptive and Productive Skills13

The processes involved in teaching14

Conclusion15

References18

Pedagogy

Introduction

Pedagogy is the study of the science and art related to education. This area of study covers all the related aspects involved in the development of the human being. Moreover, it also includes the skills to achieve a goal. In more general terms, it is the art or profession of teaching. The learning goals set by the student and teacher are correlated with strategies set by the instructor's own beliefs related to philosophical thoughts (Petrie et al, 2009, p.2). The principles underlying in learning and teaching are considered as a framework for understanding the pedagogy. Principles of pedagogy are usually the centre point for guidance in the goals development; it also involves the whole plan outlook followed in schools. These aspects are less strenuous but allow the schools to focus over the different needs that might be required at different times (Anonymous, 2004, p.8). The principles that are setup to discuss the pedagogical issues are listed as follows:

A clear and apparent outlook on efficient learning and teaching processes.

A set up of guidelines and strategies for teachers.

A basis of assessment for teacher's training.

A basic and more common approach of pedagogy is considering it as the branch of art and science interlinked with teaching skills. Bringing learning into life can be a good way of exploring pedagogical processes. The growing focus on teaching however increased in Europe significantly during the 16th and 17th centuries. The following drastic changes were observed: Literature based on instructions for school teachers was enhanced, Instructions at different areas of knowledge were grouped and a major focus was provided over the development of schools (Hamilton, 1999, p.138). Effective approaches can be carried out, such as that in North America should be tried and investigations can be carried out. Examples of such approaches include fluency and teaching. NRDC has significantly employed the practices of oral reading and other language fluency activities in class. Moreover, a highly detailed and comprehensive plan should be conducted to train adults. What we can do is compare between: intensive courses, amounts of whole class teaching strategies and time spent in working alone in order to access the phonics teaching (Brooks et al, 2007).

Report A

Critical Analysis

Teaching as we know is a very complicated and demanding job that involves dedication in terms of skills and knowledge to produce positive impacts on student's learning processes. The key objective for any type of educational arena should be the improvement of learning outcomes of students and not keeping in consideration to their discriminations on the basis of socioeconomic background or geographic locations.

A research summary conducted by NRDC identifies the effective methods of teaching in adult learning process. This involved the assessment of the adult on the basis of how he conceptualizes a particular writing and how much he understand from that ...