3.2 Identify five (5) key principles of innovative pedagogies. AND REFERENCES
1. Student-Centered Learning: This principle emphasizes the importance of designing learning experiences that are centered around the needs, interests, and capabilities of students. It involves providing opportunities for students to explore, inquire, and create meaning through activities that promote active participation and autonomy in their learning process (Darling-Hammond, 2015).
2. Collaboration and Co-Creation: Encouraging collaboration among students, teachers, and other stakeholders fosters a sense of community, enhances teamwork skills, and promotes collective problem-solving and critical thinking. Co-creation of knowledge involves joint participation in designing learning activities, assessments, and resources to meet the diverse needs and preferences of learners (Bereiter & Scardamalia, 2006).
3. Personalization and Differentiation: Recognizing the individual differences and diverse backgrounds of learners, personalized and differentiated instruction involves adapting teaching strategies, resources, and assessments to meet the unique needs and learning styles of each student. This principle aims to maximize the potential of all learners by providing tailored support, challenges, and opportunities for growth (Tomlinson, 2014).
4. Inquiry-Based and Experiential Learning: Emphasizing the importance of curiosity, critical thinking, and problem-solving skills, inquiry-based and experiential learning approaches encourage students to explore real-world problems, conduct research, engage in hands-on activities, and reflect on their experiences to deepen their understanding and skills. These approaches promote active engagement, discovery, and application of knowledge in authentic contexts (Barab & Squire, 2004).
5. Continuous Assessment and Feedback: Integrating ongoing formative assessment and timely feedback into the learning process helps students monitor their progress, identify areas for improvement, and make informed decisions about their learning goals and strategies. This principle emphasizes the importance of providing constructive feedback, fostering self-regulation, and promoting a culture of continuous improvement and reflection among learners (Black & Wiliam, 1998).
References:
- Barab, S. A., & Squire, K. (2004). Design-based research: Putting a stake in the ground. The journal of the learning sciences, 13(1), 1-14.
- Bereiter, C., & Scardamalia, M. (2006). Education for the knowledge age: Design-centered models of teaching and instructional design. In P. A. Alexander & P. H. Winne (Eds.), Handbook of educational psychology (2nd ed., pp. 695-713). Lawrence Erlbaum Associates Publishers.
- Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7-74.
- Darling-Hammond, L. (2015). Teacher education around the world: What can we learn from international practice? European Journal of Teacher Education, 38(1), 3-27.
- Tomlinson, C. A. (2014). The Differentiated Classroom: Responding to the Needs of All Learners. ASCD.