Educators educating Educators

May 28

Old vs. New Pedagogies



Edward Deci, a psychologist at the University of Rochester in New York and the director of its human motivation program. He is well known in psychology for his theories of intrinsic motivation and basic psychological needs and with Richard Ryan, he is the founder of self-determination theory (SDT), an influential contemporary motivational theory.

Instead of posing the question, "How can people motivate others?" Deci asks, "How can people create the conditions within which others will motivate themselves?" This is an important distinction as it shifts the focus away from extrinsic motivation (i.e., motivation based on external rewards and punishments and the possibility of feeling controlled) to intrinsic motivation (i.e., motivation based on what Deci labels "authenticity and responsibility" and a feeling of having choice).

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

The following chart was created by

Helene M. Hanson

National Professional Resources, Inc.

25 South Regent Street

Prot Chester, NY 10573

www.NPRinc.com

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Out with the Old Pedagogies, In with the New Pedagogies

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Old Pedagogies vs. New Pedagogies

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~


Old

New

Students Viewed as Winners & Losers

All students can succeed

Intelligence fixed

Accommodations implemented

Curriculum expectations vary

Rigorous curriculum for all

Fixed grouping/tracking

Flexible grouping for all

Self-contained options

Fully inclusive

Academic focus only

Focus on the “whole” child

~~~~~~~~~~~

Old

New

Learners as Empty Vessels

Active Learners

Teachers lecture

Students engaged

Isolated facts

Connected, relevant learning

Focus on rote learning

Emphasis on comprehension

~~~~~~~~~~~

Old

New

Teacher as Expert

Teacher as Facilitator

Focus solely on teaching

Teaching & Learning both valued

Minimal collaboration

Co-teaching model

Teacher “direct”

Teacher “coaches”

Teacher-centered

Student-centered

~~~~~~~~~~~

Old

New

Uniform Lessons

Lessons which Accommodate

“One size fits all”

Instruction differentiated

Singular teaching style

Multi-modal instruction

Rigid timelines

Varied pacing

Whole class activity

Learning centers

~~~~~~~~~~~

Old

New

Summative assessments

Formative Assessments

Rely on testing only

Multiple ongoing measures

Data stored

Data utilized

Grading by teacher

Student self-evaluates

Criteria vague

Use of rubrics

~~~~~~~~~~~

Old

New

Unilateral Decision Making

Collaborative Partnerships

Parent/teacher conference

Parents as full partners

Pull-out support services

Push-in services

Top-down structure

Bottom-up model

~~~~~~~~~~~

 




News

Read April's Ed Tip to understand how using video game design principles will improve instruction.  Moreover, educators should not view video games as the enemy of education, but rather a model for best teaching practices. When educators design instructional strategies, they must keep in mind the principles of video games, namely achievable challenge, and the role of dopamine in education.