Pedagogy Table

Pedagogy	What does it “look like” in practice	What does it “not look like” in practice
1. Facilitating deep knowledge through higher order thinking	Allowing students to research, synthesis and question content. Then using this content to imbed their own creativity to create innovative thoughts and personal perspectives.	Giving the students content without having the opportunity to source and question pre-existing opinions and perceptions.
2. Facilitating collaborative learning in which conversations are important	Using ICT to work globally, for the ability to collaborate thoughts, ideas and perspectives. By sharing these, learners are able to create innovative and creative thought patterns which help facilitate higher order thinking.	Not allowing learners to share thoughts and opinions.
3. Supporting students in knowing how they learn best	Becoming flexible and allowing a choice of assessment task allows for a more inclusive education system while creating a more individualised approach for learning.	Using the same strategies’ for all learners
4. Planning learning that is problem-based, and situated in real life contexts	Creating tasks that forces students to critically think while exercising their problem solving abilities, to support and create critical thinking. Creating tasks that challenge students thought processes, while also creating a learning environment that supports “having a go “ and praising effort not always results.	Often using traditional techniques like rout learning and resiting content.
5. Is relevant to students, and connects to their background knowledge	Relating content and activities to real life current events and interests of the specific generation, will allow for improved understanding from facilitator to learner and will reinforce understanding of generational differences.	Not knowing your learners. Creating generational barriers between teacher and student and not willing to understand and listen to students concerns and interests.
6. Supports learning that is owned, controlled and managed by students themselves	Allowing students to comprehend, and learn within appropriate time frames, while using their own learning strategies that are individualised to each specific learner with support from the facilitator.	Reciting content and using traditional teaching strategies’.
7. Is socially supportive, engaging, and values cultural knowledge’s	Create understanding and expectants of all diversity’s within society, via self-representation and global collaboration of perspectives from all cultures and diversities. Awareness of white ideology, while reflecting on the influences upon multi facets of education.	Not aware of own hidden “white ideology” while using stereotypical views and perceptions towards diverse groups within society.
8. Is supportive of the development of active citizenship, and strong group identity.	Creating learners that have the ability to understand all perspectives of our multi-faceted society. While working in unity, to undermine past generalisations and stereotypical views, while creating individual opinions that will provide all with the opportunity to contribute to society.	Using traditional teaching strategies’ that do not support students to become learners, in turn creating non contributor’s within society and ineffective thinkers.