Pedagogical

Philosophy Statement As an ECE, I believe that one of the key roles we need to ensure we are embracing each day is creating high-quality environments that will support children’s development as they grow, learn, and explore. Moreover, I feel that our pedagogical approach should reflect a vision of the child as being capable and competent and that we base our practices around this view, providing opportunities for child-led activities where children can explore their interests and be partners in their own

Analyse the application of pedagogical principles in own area of specialism Pedagogy is a word that is used to describe the art and science of teaching. Pedagogical roles are the many and varied that a teacher may perform while teaching, such as structuring, soliciting, responding and reacting. Other roles involve assessing, criticising, discussing, encouraging, enquiring, evaluating, explain, giving individual instruction, lecturing, organising, presenting, questioning and answering, repeating and

1.1 Analyse the application of pedagogical principles in own area of specialism. Teaching a specialism of any matter requires the teacher themselves to be competent and confident with their own abilities first. To be a competent carpenter requires lots of experience, dedication and time – without dedication, you will not put in the time and in turn not gain the experience. Hence dedication is a fundamental element, which is expressed to all the construction students at Harlow College, in order for

REACTION PAPER Online translators as a pedagogical tool At just 20 pages, Dr. Maite Correa illustrates us with her article Leaving the “peer” out of peer-editing: Online translators as a pedagogical tool in the Spanish as a second language classroom that fits well in a technological age for teaching/learning foreign languages, also, it is an appeal to professionals in research and teaching areas for rethinking the usage of new and controversial tools. The text is short and well structured around

pedagogical content knowledge is the transformation of subject matter, pedagogical, and contextual knowledge into a unique form, which is called the transformative model. The transformative model implies that these initial knowledge bases are inextricably combined into a new form of knowledge, pedagogical content knowledge, in which the parent domain may be discovered only through complicated analysis. The resulting amalgam is more interesting and powerful than its constituent parts (Gess- Newsome

TPCK extends upon a previous conceptual framework called the Pedagogical Content Knowledge to include the importance of technology in modern education (Mishra & Koehler, 2006). The TPCK framework provides an argument that effective integrations of technology, within any field of practice, will require a positive synthesis

in early years’ programs (Ontario, 2014). There has been a lot of supportive feedback for the pedagogical document How does learning happen? because it provides educators with four foundations of learning: belonging, well-being, expression, and engagement (Ontario, 2014). These foundations are considered to be essential for optimal learning and development in the early years. I believe that the pedagogical document How does learning happen? is sustainable because it fosters personal growth and provides

leading students through the process of learning to read and reading to learn. Our goal is to ensure that all students are provided an individualized program of reading instruction using the pedagogical process inherent in the Reader’s Workshop program developed by Teacher’s College. The Reader’s Workshop pedagogical approach focuses on pinpointing

Applying Cognitive Linguistics to Teaching Cognitive Grammar By Fereshteh Yavar. 911069948 Abstract This paper deals with the relation between cognitive linguistic theories of grammar and pedagogical grammar. 1. Introduction Cognitive Linguistics (CL) is by nature cross-disciplinary and among the most obviously related fields are psychology, neurophysiology, computer science and general cognitive science. In the last 30 years, a new paradigm in linguistics, CL, has revealed that much that has

A myriad of research has been conducted regarding the utilization of storytelling as a pedagogical strategy (Lockett, 2011). Storytelling is recently used as an important and powerful teaching strategy for EFL. Pesola (1991) writes that storytelling is the most widely powerful tools to surround the students with the target language. Jones (2001) added that storytelling is playing increasingly an important role in daily routine human experience and, hence, second/ foreign language teachers can give