JSPM's Narhe Technical Campus, Narhe, Pune

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PEDAGOGY

Joint Productive Activity: Teacher and Students Producing Together

Pedagogy Learning occurs most effectively when experts and novices work together for a common product or goal, and are therefore motivated to assist one another. Working together allows conversation, which teaches language, meaning, and values in the context of immediate issues. Joint activity between teacher and students helps create such a common context of experience within the institute itself. This is especially important when the teacher and the students are not of the same background.Joint activity and discourse allow the highest level of academic achievement. The joint activities should be shared by both students and teachers. 

The teacher:
       1. Designs instructional activities requiring student collaboration to accomplish a joint product.:
       2. Organizes students in a variety of groupings, such as by friendship, mixed academic ability, language, project, or interests, to promote interaction.
       3. Plans with students how to work in groups and move from one activity to another, such as from large group introduction to small group activity, for clean-up, dismissal, and the like.
       4. Manages student and teacher access to materials and technology to facilitate joint productive activity.
       5. Monitors and supports student collaboration in positive ways.

 Contextualization Making Meaning: Connecting institute to Students’ Lives

The high literacy goals of institutes are best achieved in everyday, culturally meaningful contexts. This contextualization utilizes students’ funds of knowledge and skills as a foundation for new knowledge. This approach fosters pride and confidence as well as greater institute achievement.

Effective education teaches how institute abstractions are drawn from and applied to the everyday world. Collaboration with parents and communities can reveal appropriate patterns of participation, conversation, knowledge, and interests that will make literacy, numeracy, and science meaningful to all students.

Challenging Activities : Teaching Complex Thinking

Students at risk of educational failure, particularly those of limited standard English proficiency, are often forgiven any academic challenges on the assumption that they are of limited ability, or they are forgiven any genuine assessment of progress because the assessment tools are inadequate. Thus, both standards and feedback are weakened, with the predictable result that achievement is impeded. While such policies may often be the result of benign motives, the effect is to deny many diverse students the basic requirements of progress — high academic standards and meaningful assessment that allows feedback and responsive assistance.

Instructional Conversation : Teaching Through Conversation

Thinking, and the abilities to form, express, and exchange ideas are best taught through dialogue, through questioning and sharing ideas and knowledge. In the Instructional Conversation (IC), the teacher listens carefully, makes guesses about intended meaning, and adjusts responses to assist students’ efforts.

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