Master the Innovations and Trends in Teaching English: Pedagogy of English, #2

By Dr. Jayanthi N.L.N.

Why should you read this book?

This comprehensive guide strives to encompass the essential facets of teaching English as a foreign language, making it an invaluable resource for educators.

 

Tailored to meet the diverse needs of teachers seeking proficiency in contemporary teaching methodologies, the book delves into the latest innovations in English language instruction.

Designed with practicality in mind, the book serves as a supportive tool for English teachers by fostering awareness of recent developments in English pedagogy. It explores the transformative journey from pedagogy to andragogy to heutagogy, elucidating the concepts and stages involved in each. In particular, the chapter scrutinizes Critical Pedagogy, emphasizing the cultivation of independent thinking through this approach. Additionally, the book sheds light on Flanders' Interaction Analysis and Galloway's System of Interaction Analysis, elucidating their implications in teacher education.

The text unfolds various teaching models, such as Bloom's Mastery Learning, Skinner's Operant Training, Bruner's Concept Attainment, Ausubel's Advance Organizer, Glaser's Basic Teaching (Classroom Meeting), Byron Massialas and Benjamin Cox's Social Inquiry, Carl Roger's Non-directive, and William Gordon's Synaptic models. Each model is thoughtfully explained, providing educators with a clear understanding of their applications in the classroom.

Furthermore, the book delves into Activity-Based Instruction, elucidating techniques like Role Play, Simulation, Incident and Case Study methods, Gaming and prioritization exercises, Group Controlled Instruction, Group Interactive Sessions, Cooperative Learning, Group Investigation, and Group Projects. These methods are explored thoroughly, offering practical insights for effective implementation.

The inclusion of New Emerging Media is a highlight, encompassing Tele-Conferencing, Communication Satellites, Computer Networking, Word Processors, Blended Learning, Flipped Classroom, and the classification and use of Artificial Intelligence in instruction. The book aims to maintain clarity, simplicity, and brevity in its descriptions, ensuring that it remains accessible and beneficial to readers without relying on linguistic jargon. Overall, this book serves as an indispensable guide for those eager to explore and enhance their knowledge of modern English language teaching methodologies.
 

• Language: English
• Publisher: Dr. Jayanthi N.L.N.
• Release date: Jan 16, 2024
• ISBN: 9798224785551

Book preview

CONTENTS

CHAPTER I

PEDAGOGICAL ANALYSIS

Paradigm shift from pedagogy to andragogy to heutagogy – Concept and stages - Critical Pedagogy: Meaning, fostering independent thinking through critical pedagogy, Need and its implications in Teacher Education - Interaction Analysis: Flanders’ Interaction analysis, Galloway’s system of interaction analysis.

CHAPTER II

TEACHING MODELS OF BLOOM, SKINNER, BRUNER AND AUSBEL

Bloom’s Mastery Learning, Skinner’s Operant Training, Bruner’s Concept Attainment, Ausubel’s Advance Organizer Models

CHAPTER III

TEACHING MODELS OF GLASER, BYRON, COX, ROGER, AND GORDON

Glaser’s Basic Teaching (Classroom Meeting), Byron Massialas and Benjamin Cox’s Social Inquiry, Carl Roger’s Non-directive and William Gordon’s Synaptic Models

CHAPTER IV

ACTIVITY-BASED INSTRUCTION

Activity Based Instruction: Concept, Classification - Role Play, Simulation, Incident method, Case Study method, Gaming and Prioritisation exercises.

CHAPTER V

GROUP CONTROLLED INSTRUCTION

Group Controlled Instruction: Concept, Definition and Importance of Group Controlled Instruction – Types of Group Controlled Instruction: Group Interactive sessions, Co-operative Learning methods, Group investigation, and Group Projects.

CHAPTER VI

INSTRUCTIONAL MEDIA

Classification of Instructional Media in English -Use of Mass media in classroom Instruction- New Emerging Media: Tele-Conferencing, Communication Satellites, Computer Networking, Word Processors, Blended Learning, Flipped Classroom, Artificial Intelligence.

CHAPTER I

PEDAGOGICAL ANALYSIS

INTRODUCTION

The field of education has undergone significant transformations over the years, reflecting changing philosophies and insights into how individuals learn and grow.

This chapter  deals with the evolution of teaching methods, exploring the shift from traditional pedagogy to andragogy and, most recently, heutagogy. The chapter also explores the fundamental concepts and stages associated with these pedagogical paradigms, understanding how they shape the learning experience for individuals across different age groups.

This chapter delves into the realm of critical pedagogy, emphasizing the importance of fostering independent thinking among learners. Through critical pedagogy, educators play a crucial role in nurturing students' abilities to analyse, question, and engage critically with the world around them.

The chapter also explores interaction analysis, a vital tool in understanding the dynamics of classroom communication. The focus is on the study of prominent models such as Flanders' Interaction Analysis, and Galloway's System of Interaction Analysis, emphasizing the recording of classroom events and the construction and interpretation of interaction matrices.

By comprehensively examining these models, educators can gain valuable insights into their teaching practices, fostering an environment that encourages active participation and meaningful learning.

PEDAGOGIC ANALYSIS

Pedagogic analysis means analysing the teaching content with a pedagogic vision. Pedagogic analysis is the selection of appropriate objectives and strategies in instructional situations, to access the appropriate teaching, and to transact content. It involves gathering and analysing data related to various aspects of the teaching and learning process, such as instructional materials, teaching methods, student performance, and assessment strategies.

By analysing the teaching and learning process, teachers can identify areas for improvement, assess learning outcomes, facilitate collaboration, and enhance accountability. Pedagogical analysis is a systematic process of examining teaching and learning practices with the goal of improving the effectiveness of educational programs.

PEDAGOGY, ANDRAGOGY, AND HEUTAGOGY

The concepts of pedagogy, andragogy, and heutagogy are all related to theories of education and learning, each focusing on different approaches and principles. Let's delve into each of these concepts:

Pedagogy: Pedagogy refers to the traditional approach to teaching and learning, typically applied to younger learners, such as children. It is teacher-centred and emphasizes the role of the teacher as the expert who imparts knowledge to the students.

In pedagogy, the curriculum is often structured and predefined, and the learning process is guided by the teacher's authority. Students are seen as passive recipients of knowledge and are expected to follow the instructions provided by the teacher.

Andragogy: Andragogy is a term coined by Malcolm Knowles(1975) and focuses on the principles of adult learning. Unlike pedagogy, andragogy is learner-centred and acknowledges that adult learners have their own life experiences, motivations, and goals. In andragogy, learners are considered to be more self-directed and autonomous in their learning.

They are involved in the planning and evaluation of their learning experiences. Andragogy emphasizes the importance of relevance and practicality in adult education, as adults are motivated to learn when they see the direct application of knowledge to their lives.

Heutagogy: Heutagogy is a relatively newer concept that goes even further than andragogy in terms of learner autonomy. Coined by Stewart Hase and Chris Kenyon(2000), heutagogy places even more emphasis on self-determined learning. In a heutagogical approach, learners take full ownership of their learning journeys, including setting their own learning goals, determining the methods of learning, and evaluating their own progress.

This approach assumes that learners are capable of not only directing their learning but also developing critical thinking skills and the ability to learn from various sources independently.

SHIFT FROM PEDAGOGY TO ANDRAGOGY TO HEUTAGOGY,

In a paradigm shift from pedagogy to andragogy to heutagogy, there is a progressive move towards greater learner autonomy and empowerment. The shift reflects a growing recognition that education should adapt to the changing needs of learners at different stages of their lives.

However, it's important to note that these approaches are not mutually exclusive, and elements from each can be blended based on the context and the learners' characteristics.

It's also worth mentioning that the shift towards more self-directed learning aligns well with the digital age, where information is readily accessible and learners have the tools to engage in lifelong learning beyond traditional classroom settings.

The table given below gives a comparison of the major tenets of pedagogy and andragogy, and heutagogy (Terrell Heick, 2010).

COMPARISON OF PEDAGOGY, ANDRAGOGY, AND HEUTAGOGY

CONCEPT, MEANING, AND STAGES OF PEDAGOGY, ANDRAGOGY, AND HEUTAGOGY

The concepts of pedagogy, andragogy, and heutagogy represent different approaches to teaching and learning, each emphasizing different aspects of how individuals acquire knowledge and skills. Let's explore these concepts and their stages:

CONCEPT, MEANING AND STAGES OF PEDAGOGY

Pedagogy:

Pedagogy is the traditional approach to teaching and learning, primarily focused on instructing children and young learners. In this approach, the teacher plays a central role as the source of knowledge and authority. The teacher decides what should be taught, how it should be taught, and when it should be taught. The learning process is often structured, guided, and centred around the teacher's expertise.

Pedagogy describes the art and science of teaching students. The term comes from the Greek word 'paidagogos,' a combination of 'paidos' (child) and 'agogos' (leader). Pedagogy is the combination of teaching methods (what instructors do), learning activities (what instructors ask their students to do), and learning assessments (the assignments, projects, or tasks that measure student learning).

Pedagogy plays an important role to help teachers understand the best ways to conduct a classroom. It gives them insights into how students learn