What ITE students fast come to realise is that by becoming teachers, they must begin to understand what pedagogy is, and how different it is from delivery. The latter is about transmission, which has a limited place in this century's learning contexts. The former is about a whole other discipline. 'Delivery' is about telling students, pedagogy is about helping them learn and create knowledge for themselves, but under guidance. Broadly, delivery is about this question: "What shall I teach?", while pedagogy is about this question: "What do my students need to know?" This latter question implies knowing one's students, their immediate learning needs (whether a skill, a concept or an understanding), an ability to design targeted learning, and making the learning count for something. It implies creating the environment in which students have to think. Delivery, on the other hand, only needs to be about transmitting information/facts/stuff. It can be where a teacher can say they have covered the curriculum, but they can't also say they have helped students learn, unless they have done something other than delivery.
This is a long way of saying my article about metaphor attempted to make sense of pedagogy while using pedagogical design to do so. In other words, I was looking for a prior knowledge/experience starting point that would be the hook for this new learning. This hook, I decided, was food. I hazarded a guess that cooking and food was a common experience and knowledge point of everyone (even if the details of that experience differed for each person). So, I created a table in which I outlined key components of both cooking a meal and pedagogy, that would illuminate what teachers needed to consider to design tasty learning.
Here is my effort as it will appear in the article, and I'd like to know what you think of it so I can refine it. I would love some feedback on this!
The components of each are listed on the left, while the other two columns briefly outline my conception of how a recipe/meal can help us understand pedagogy:
Table 1: Recipes and pedagogy
How to create the product/the goal of a recipe (ie, the dish):
How to aim for a learning/curriculum goal:
The order in which food processes need to happen:
The order in which learning needs to happen:
Plating and eating the food:
- a sensory and affective experience
The evidence of:
- a cognitive and affective experience
EVALUATION AND REFLECTION
Feedback on the dish by the diners:
Evaluation by cook:
Feedback and behaviours of learners:
Evaluation by teachers: