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Danielewicz's Principles of Pedagogy: Reflexive, Dialogic, and Collaborative Approaches, Study notes of English Language

Danielewicz's 10 principles of pedagogy, emphasizing reflexive practice, discourse richness, dialogue and dialogic curriculum, collaboration, deliberation, reflexivity, theorizing in practice, agency, recursive representation, and authority. These principles encourage student-centered, open, and collaborative learning experiences.

Typology: Study notes

2009/2010

Uploaded on 02/24/2010

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Danielewicz and 10 principles of
Pedagogy
Dr. Miller, Engl 681
Danielewicz, J. (2001). Teaching selves. New York: State University of New York.
Pedagogy is:
Process of structuring of activities, interactions, events and
assignments in teaching according to the ideas that are
congruent with or grow out of particular theories-
Danielewicz
Reflexive practice- Salvatori
Teachers must be open to the possibility that sometimes
their pedagogy is not congruent with the needs of their
students, may be counterproductive or ineffectual.
Structural principles- how things are arranged
Discourse richness and openness
•discourse constitutes self and experience- through
discourse, acts of language that communicate and
connect with others we help each other shape our
identities (reciprocity)
•discourse is universally productive , creating selves
and reality
•should be student-centered, student-selected and not
dictated
like discussion, interviews, soc
Dialogue and dialogic curriculum
•weaves together language and social interaction
•consists if utterance and answer (Bakhtin)- we speak
in order to be answered-meaning is created where two
or more voices contact-each utterance is incomplete
until it is answered
•generates knowledge or understanding, and
constitutes the “other”, shared meaning arises
•open structure
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Danielewicz and 10 principles of Pedagogy Dr. Miller, Engl 681 Danielewicz, J. (2001). Teaching selves. New York: State University of New York. Pedagogy is: Process of structuring of activities, interactions, events and assignments in teaching according to the ideas that are congruent with or grow out of particular theories- Danielewicz Reflexive practice- Salvatori Teachers must be open to the possibility that sometimes their pedagogy is not congruent with the needs of their students, may be counterproductive or ineffectual. Structural principles- how things are arranged Discourse richness and openness •discourse constitutes self and experience- through discourse, acts of language that communicate and connect with others we help each other shape our identities (reciprocity) •discourse is universally productive , creating selves and reality •should be student-centered, student-selected and not dictated like discussion, interviews, soc Dialogue and dialogic curriculum •weaves together language and social interaction •consists if utterance and answer (Bakhtin)- we speak in order to be answered-meaning is created where two or more voices contact-each utterance is incomplete until it is answered •generates knowledge or understanding, and constitutes the “other”, shared meaning arises •open structure

like letter writing, exchanges Collaboration •joint effort, shared goals, collective responsibility, commonly held social values •work together in small peer groups to accomplish tasks set by teacher (works best when it is carefully planned and structured) •outcome can be exciting and unpredictable such as learning centers-working together Deliberation •according to John Dewey, a process by which “we give way, in our mind, to some impulse; in our mind, some plan.” •dramatic and active •Dewey says that for learning have consequence, the intuitive, direct and personal must be activated such as simulating real teaching experiences, centers- working together Reflexivity •act of self-conscious consideration •thinking that turns back on itself-a reexamination or revisiting of a project or activity, a questioning of motives, frameworks, assumption, working strategies, conclusions, beliefs and actions •an intentional means to an end-active analysis of past situations, events, products, with the inherent goal of critique and revision for the explicit purpose of achieving an understanding that can lead to change in thought or behavior •enables us to reinvent ourselves; in this process, take into account new ideas or experiences

such as: giving students voice, agency, dialogic Enactment •full investment of self in teaching(person, mind, spirit) alongside students •embodying your belief system such as: projects based on pedagogy, working to prep them for exams and testing them on what you have taught, evaluation is authentic