How Does Pedagogical Strategy Affect Pupil Learning

Within the Secondary Education phase, explore a pedagogical strategy and its potential impact on pupil learning.

Introduction.
Pedagogy is the theory and practice of teaching. Learning is most effective when teaching implements a wide variety of techniques and strategies that are tailored to meet each pupil’s individual needs and requirements. For educational practice there is no ‘one-size fits all’ approach the students’ learning and progress, therefore, pedagogical strategies need to be combined and ‘mixed’ to suit different situations, learning styles and learning outcomes, to allow for maximum progress to be made by students in their education (Bhowmik, M., Banerjee, B., Banerjee, J. 2013, p1), (Joyce, B & Weil, M. 1986). As teachers often

“’Pedagogy’ is the practice of teaching, framed and informed by a shared and structured body of knowledge. This knowledge comprises experience, evidence, understanding moral purpose and shared transparent values.” (Pollard, A, 2010, p5). Pollard also states that the processes and experiences education professionals participate in, such as, initial teacher training; ongoing progression; evaluation of own performance; classroom enquiry and structured practice, allow individuals to continuously learn and develop knowledge and skills. A teacher’s focus should be towards ‘mastering’ the expertise, this is an ongoing process as there is no set amount of knowledge required for teaching. Learning and progress happens every day through trial and error of practice, observation of students’ requirements and dealing with unforeseen circumstances. Therefore, teachers should be self-aware of their own practice and how it can improve, they should be able and willing to examine and assess their own practice, as well as the practice of others, against relevant theories, values and evidence (Pollard, A,

Feedback can be used for pupils to self-assess and peer-assess, being able to effectively perform this task will demonstrate student’s knowledge of the subject and that they are aware of what they need to do to improve. It also allows the teacher the opportunity to evaluate their own performance and recognise where lessons and activities may need to be adapted, to ensure all students gain the knowledge and information required to improve their learning. This process then becomes “formative assessment” as the teaching and activities are altered to meet the requirements of the pupils, to enable them to progress and achieve learning outcomes (Black, P., Harrison, C., Lee, C., Marshall, B & William, D.