SAINT JOSEPH INSTITUTE OF TECHNOLOGY

Montilla Boulevard Butuan City, Philippines

Saint Joseph Institute of Technology

Montilla Blvd., Butuan City 8600
Caraga Region XIII, Philippines
Accredited: Philippine Association of Colleges and Universities on Accreditation
(PACUCOA)
Certified ISO 9002:2000

THE ETHICS OF EDUCATIONAL

MANAGEMENT
AN INTRUCTIONAL RESOURCE MODULE

Presented to

DR. ELENA L. PAULMA

Professor

GRADUATE SCHOOL
SAINT JOSEPH INSTITUTE OF TECHNOLOGY
Montilla Boulevard, Butuan City

In Partial Fulfillment of the Course Requirements in

MA 104: THEORY AND PRACTICE IN EDUCATIONAL MANAGEMENT

By:

SARAH JANE I. VILLAR

BERNADETH C. LUIB
CATHERINE JOY DARAMAN

MARCH, 2021
2ND TERM, 1ST SEMESTER SY 2021-2022

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ASPECTS OF PEDAGOY

An Instructional Resource Module Presented to the Faculty of the Graduate School

Philippines International Institute for Advanced Studies Philippines

In Partial fulfilment of the Course Requirements in

MA 103-A: PEDAGOGY IN THE NEW NORMAL

CATHERINE JOY A. DARAMAN

August 29, 2021

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MA 103-A: PEDAGOGY IN THE NEW NORMAL

COURSE DESCRIPTION

The course provides students a good understanding of what pedagogy is

and why it is important and how pedagogy has been evolving to take the 21 st century
skills and learning into account in the new normal environment. It will also provide them
greater insights into how they can apply the different pedagogical teaching styles to
their classroom. It will tackle on how the innovative methods of teachings like flipped
classrooms and blended learning play into the pedagogical process.

COURSE INTENDED LEARNING OUTCOMES

At the end of the course, the graduate students as learners are expected
to:
 Be oriented with the SJIT LPVM and core values.
 Discuss the nature of pedagogy in the new normal environment.
 Explain the teaching-learning theories and principles of the 21 st century
education in the new normal environment.
 Describe the 21st century teachers and learners in the new normal environment.
 Demonstrate the active use of innovative teaching methods in the 21 st century in
the new normal environment.

COURSE GUIDE (RULES/INSTRUCTIONS, COVERAGE INCLUSION DATES/SCHEDULE/GRADING

CRITERIA)

 100% class attendance

 Active class participation
 On time submission of course requirements
 Final examination

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ASPECTS OF PEDAGOGY

TOPIC DESCRIPTION
This topic provides students a good understanding of what pedagogy is, its
different aspects, basic components, characteristics of a good pedagogy, different pedagogical
approaches with strategies, and different pedagogical models.

It will also provide them the insights of the importance of pedagogy to teacher
and in school, as well as its impact to the learners and how pedagogy has been evolving.
Specifically, it would be their guide on what are the flexible pedagogies that can be used in the
new normal environment which is the blended learning of online and modular.

LEARNING OBJECTIVES
At the end of the topic, graduate students as learners are expected to:
a. Identify the meaning of pedagogy;
b. Distinguish the aspects of pedagogy;
c. Interrelate the function of components/contents of pedagogy ;
d. Acquire knowledge on different pedagogical approaches;
e. Relate into flexible pedagogical approaches in the new normal; and
f. Distinguish the different characteristics of an effective pedagogy, its challenges,
its impact to the learners and importance to the teacher and in school.

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ASPECTS OF PEDAGOGY

What is pedagogy?

The word comes from the Greek root in which paidos means "child" and agogos
means "lead"; literally translated "to lead the child". For some time it was called as the
art of teaching and science of learning. It is also called specifically “Instructional
Theory”, the ability to learn how to learn, it develops conceptual knowledge and
manages the content of learning activities. In the modern time, it is a cultural process, to
bring out the all innate abilities and nourish the acquired abilities of a child through a
systematic and planned manner.
Pedagogy is often confused with curriculum. The definition of pedagogy refers to
how we teach—the theory and practice of educating. Curriculum refers to the material
being taught. Pedagogy is the relationship between learning techniques and culture. It is
determined based on an educator’s beliefs about how learning takes place. Pedagogy
requires meaningful classroom interactions between educators and learners. The goal
is to help students build on prior learning and develop skills and attitudes. For
educators, the aim is to present the curriculum in a way that is relevant to student
needs.
Shaped by the educator’s own experiences, pedagogy must take into
consideration the context in which learning takes place, and with whom. It isn’t about
the materials used, but the process, and the strategy adopted to lead to the
achievement of meaningful cognitive learning.

3 Basic Components of Pedagogy

In an important sense, pedagogy is the overarching concept; it refers broadly to
the deliberate process of cultivating development within a given culture and society.
From this point of view pedagogy has three basic components:
1. curriculum- the content of what is being taught; may be designed to encourage
learning processes (memory, attention, observation) and cognitive skills (reasoning,
comparing and contrasting, classification), as well as the acquisition of specific
information, such as the names of the letters of the alphabet (Wiggins and McTighe,

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1998). The teaching strategies or methods used in implementing the curriculum are the
arranged interactions of people and materials planned and used by teachers.
It has five dimensions of readiness:
(1) physical well-being and motor development, movement, and coordination;
(2) language development, oral language, nursery rhymes, poems, finger plays and
songs, storybook reading and storytelling, emerging literacy skills in reading and
writing;
(3) social and emotional development, autonomy, and social skills;
(4) approaches to learning, work habits; and
(5) knowledge acquisition and cognitive development, mathematical reasoning and
number sense, orientation in time and space, scientific reasoning and the physical
world, music, visual arts.
2. methodology- the way in which teaching is done; and
3. Assessment/ techniques for socializing children in the repertoire of cognitive and
affective skills required for successful functioning in society that education is designed
to promote.

Curriculum Content
Emergent Literacy
Denotes the idea that the acquisition of literacy is best conceptualized as a
developmental continuum with its origins early in the life of a child, rather than an all-or-
none phenomenon that begins when children start school. This departs from other
perspectives on reading acquisition in suggesting that there is no clear demarcation
between reading and pre reading.
The components of an emergent literacy curriculum can be stratified in a manner
that distinguishes between “enduring understandings” that are critical to development at
a particular preschool age, features that are “important to know and do,” but are
somewhat less
Literacy Environments
Understanding the source of differences among children in emergent literacy
skills is critical to the development of interventions to enhance emergent literacy. Most
relevant research has focused on differences in home environments. This research is
relevant to preschool pedagogy in pointing the way towards interaction patterns that are

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likely to be as important in organized preschool settings as in the home. Significant

correlations exist between the home literacy environment and preschool children’s
language abilities.

Language Outcomes
The prototypical and iconic aspect of home literacy, shared book reading
provides an extremely rich source of information and opportunity for children to learn
language in a developmentally sensitive context.

Methodology
The teaching strategies or methods used in implementing the curriculum are the
arranged interactions of people and materials planned and used by teachers. They
include the teacher role, teaching styles, and instructional techniques (Siraj-Blatchford,
1998). 

Assessment
The third components of pedagogy, which might be thought of as cognitive
socialization, refers to the role that teachers in early childhood settings play, through
their expectations, their teaching strategies, their curricular emphases, in promoting the
repertoire of cognitive and affective characteristics and skills that the young child needs
to move down the path from natal culture to school culture to the culture of the larger
society.

2 Major Pedagogical Approaches

Teacher-Centered Approach
Teachercentered pedagogy positions the teacher at the center of the learning
process and typically relies on methods such as whole-class lecture, rote memorization,
and chorus answers (i.e., call-and-response). This approach is often criticized,
especially when students complete only lower-order tasks and are afraid of the teacher.

Learner-Centered Approach

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This pedagogical approach has many associated terms (e.g., constructivist,

student-centered, participatory, active), but generally draws on learning theories
suggesting learners should play an active role in the learning process. Students
therefore use prior knowledge and new experiences to create knowledge. The teacher
facilitates this process, but also creates and structures the conditions for learning.
“Learning-centered pedagogy” acknowledges both learner-centered and teacher-
centered pedagogy can be effective, but teachers must consider the local context,
including the number of students in the class, the physical environment, the availability
of teaching and learning materials, etc. It suggests that teachers should be flexible and
carefully adapt their pedagogical approaches based upon the school environment.

Pedagogical Approaches
Section 5 RA10533
“ The curriculum shall use pedagogical approaches such as constructivism,
inquiry-based, reflective, collaborative, and integrative.
Constructivist Approach
This is based on the central notion that learners construct their our own
understanding of the world around them based on experience as they live and grow.
They select and transform information from past and current knowledge and experience
into new personal knowledge and understanding (Pritchard & Woollard, 2010) •
Constructivist Approach allows learners to be active in the process of constructing
meaning and knowledge rather than passively receiving information. It fosters critical
thinking and provides learners with a learning environment that helps them make
connections with their learnings (RM No. 11 s. 2015
Constructivist… Since the construction is the process of learning, teachers have
a big role like (a) to influence, or create motivating conditions for students, (b) take
responsibility for creating problem situations, (c) foster acquisition and retrieval of prior
knowledge, (d) create the process of learning not the product of learning Olsen.
Constructivist Approach assessment in a constructivist classroom:
1. Peer assessment
2. Portfolios
3. Rubrics
4. Simulation
5. Project based learning

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Integrative Approach
Make connections of learning across curricula; focuses on connections rather
than isolated facts.

Roegiers (2001) cited by Peyser, Gerard, & Roegiers (2006), The goal of such
pedagogy is to enable the learner to master those situations he/she will have to deal
with in his/her professional and/or private life. • Integrative Approach provides learners
with a learning environment that helps them make connections of their learning's across
curricula. It focuses on connections rather than teaching isolated facts (RM No. 11 s.
2015)
INTEGRATIVE APPROACH… To this effect, pedagogy of integration has four
objectives (Peyser, Gerard, & Roegiers, 2006):
1. Making sense of the learning process
2. Differentiating matters by relevance
3. Applying the learning to practical situations
4. Associating the learned elements.

Integrative Teaching
Thematic Teaching-theme helps students see the meaningful connections across
disciplines or learning areas.

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Sample of thematic teaching

Reflective Approach
Reflective Teaching Learning Approach means looking at what the teacher and
learners do in classroom, thinking about why they do it, and analyzing about it if it
works. This is a process of self-evaluation cum self-observation (Regional
Memorandum No. 233, s. 2016 ) • Suggested Strategies: Self Evaluation and Self
Reflection • Suggested Form of Assessment: Diary Presentation, Paper writing Reports,
or Journals.

Strategies-Reflective Approach

Collaborative Approach

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Collaborative learning (CL) is an educational approach to teaching and learning

that involves groups of learners working together to solve a problem, complete a task,
or create a product (Laal & Laal)
Further, Laal & Laal (2012) stated that good way to understand what CL means
is to refer to the definitions presented by experts in the field: • CL is an umbrella term for
a variety of educational approaches involving joint intellectual effort by students, or
students and teachers together. Activities vary, but most center on student’s exploration
or application of the course material, not simply the teacher’s presentation or explication
of it (Smith, B.L. & MacGregor, J.T., 1992). • that learning is a naturally social act in
which participants talk among themselves. It is through the talk that learning occurs
(Gerlach, J.M., 1994, p.12). • Two or more may be interpreted as a pair, a small group
(3-5 subjects) or a class (20-30 subjects). Learn something may be interpreted as follow
a course; perform learning activities such as problem solving. Together may be
interpreted as different forms of interaction which may be face-to-face or computer
mediated • (Dillenbourg, P., 1999
COLLABORATIVE… • RM No. 11 s. 2015, in order to achieve a classroom
where collaborative learning approach works, teachers must fully understand learners
preferred learning styles and view of learning Classroom teachers shall use the
following strategies properly 1. Online - Collaborative Learning 2. Jigsaw Method 3.
Think- Pair- Share 4. Integrated Process Approach 5. Peer Teaching .

Inquiry Based Approach

“Inquiry ... requires more than simply answering questions or getting a right
answer. It espouses investigation, exploration, search, quest, research, pursuit, and
study.” (Kuklthau, Maniotes & Caspari, 2007) • Whitworth, Maeng & Bell (2013) inquiry
is an important pedagogical approach in teaching Science. Another underlying reason is
that its success can be significantly improved due to the recent technical developments
that allow the inquiry process to be supported by electronic learning environments
(Pedaste, Et al., 2015
Inquiry Based Approach • Educators play an active role throughout the process
by establishing a culture where ideas are respectfully challenged, tested, redefined and
viewed as improvable, moving children from a position of wondering to a position of
enacted understanding and further questioning (Scardamalia, 2002)
Inquiry Based Approach To achieve the desired outcomes using this approach,
the following strategies can be adopted (RM No. 11 s. 2015):
1. Simulation 2. Demonstration 3. Experiment 4. Field Study 5. Project Work

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Characteristics of Successful Pedagogy

 Structured Lessons
 Clear Presentations
 Appropriate Pacing
 Modelling Skills
 Conceptual Mapping
 Interactive Questioning
 Individual/Group Practice
 Assessment And Diagnosis
 Matching Learning Tasks To Student Attributes

Pedagogical challenges
 Related to learner- their characteristics
 Subject/content
 Pedagogue’s own persona
 Content analysis
 Teaching strategies, methods, techniques, technologies and tactics
 Communication process
 Learning and teaching barriers
 Intervening and extraneous variables- fatigue, pressures from management and
parents
Good pedagogue should have?
 Pedagogical skill to implement teaching strategies…and pedagogical content
knowledge
 Reflective skills to analyze and act of teacher-generated data
 Communication and collaboration skills to build relationships
 Management skills to arrange successful learning environments
 Technological skills
Pedagogic model: For lecture session
Pedagogical model for lecture session should have the following:
 Objectives- learning objectives as a guide of the lecture on what its expected for
the learners;
 Review- review of the previous topic to check their retention or learning;
 Motivation-motivational activities that connects to the current lecture topic;
 Transition-transitions of the topics discuss;

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 Clarification on the highlight words or difficult passage or words;

 Scaffolding theories should be applied;
 Examples-give examples to easily understand;
 Directions-give a right directions;
 Enthusiasm-make the lecture be alive or interactive; and
 Closure-provide conclusion at the end of the lecture.

Pedagogy to use technology in the classroom

The following things to be consider in using technology in the classroom such as:
 Relevancy
 Reliability
 Validity
 As per mental level of the students
 Mixed with other methods, Interactive techniques
 Proper time
 Avoid Technical jargon
 Proper Feedback and reinforcement

Pedagogy of stimulus variations

The following things to consider having good stimulus variations in the
classroom:
 Gesture
 Posture
 Body language
 Communication
 Intonation
 Repetition of difficult words
 Reinforcement
 Use of hints, cues, examples
 Mixing usual behavior

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Why is pedagogy important?

Having a well-thought-out pedagogy can improve the quality of your teaching and
the way students learn, helping them gain a deeper grasp of fundamental material.
Being mindful of the way you teach can help you better understand how to help
students achieve deeper learning. And it can, in turn, impact student perception,
resulting in cooperative learning environments. The proper approach helps students
move beyond simple forms of thinking as defined in the Bloom’s taxonomy pyramid, like
basic memorization and comprehension, to complex learning processes like analysis,
evaluation, and creation. Students can leverage their preferred learning styles with a
teaching process that supports them, and the way they like to learn.

How can pedagogy support your curriculum?

Pedagogy can allow students to gain a deeper understanding of subject matter
and can help them apply their learnings to their own personal experiences outside the
classroom. Teachers can work together with students to come up with the best way for
subject matter to be studied.
Once you’ve created your own pedagogy in higher education, you can then
develop course material and activities that are challenging for students. This will assist
them in cognitive development, ensuring that they advance their understanding of
concepts to higher levels.
With a clear understanding of your pedagogy, students can follow your
instruction and feedback clearly. They know what they need to do and how to do it, and
can respond in kind. This encourages engaging dialogue between educators and
students, as well as among students themselves—that’s because everyone shares
ideas, questions, and knowledge to explore concepts and deepen their knowledge.

How does pedagogy impact the learner?

With a clear and concise understanding of pedagogy, everyone is on the same
page. Students can comfortably share ideas and understand how curriculum will be
approached and what’s expected of them. 
Students expand their knowledge base, but also understand how to use their
learnings in authentic and relevant real-world contexts. They can draw on their own
cultural knowledge as well to come up with unique and personalized thoughts and
opinions. Concrete evidence, facts and data, are combined with the exploration of

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cultural differences of others to further expand knowledge. This allows students to

reflect on new concepts and open their minds to different approaches.
Through your pedagogical strategies, students can also learn what approaches
work best for them: Which learning activities and learning styles they tend to gravitate
towards—and how to develop concepts and build mental models to further their learning
—are all important elements to consider. Overall, active learning makes student
engagement rise. Students get to participate in personalized teaching strategies, rather
than be mere spectators in the classroom.

How is pedagogy changing/ evolving?

Pedagogy has been evolving to better support 21st-century skills and ideas. The
traditional classroom lecture is no longer as effective as it once was. Teaching has
expanded to include new forms of learning, like interactive and collaborative projects
and online and remote curricula, and to accommodate more flexible schedules.
Real-world scenarios and cultural differences are being taken into account,
affording students new ways to acquire, construct and organize their learning.
Pedagogy is shifting focus beyond basic memorization and application of simple
procedures to aiding students in higher-order learning, including critical thinking skills,
effective communication, and greater autonomy.
Online learning
Online learning has become a significant part of higher education. Any modern
pedagogy must account for students finding, analyzing and applying knowledge from a
growing number of online tools, platforms and sources. Higher-order skills, like critical
thinking and the ability to learn more independently, as well as in larger groups, are
essential for engaging in online learning in a meaningful way.
Students must be comfortable using technology to help them learn, and to
access, share, and create useful information and gain better fluency in a subject.
Educators, in turn, can use technology to enhance course materials and further support
their pedagogies through blended learning that combines classrooms with online
teaching, flipped classrooms that provide materials students can access after class, like
videos, lecture notes, quizzes, and further readings, and overall wider access to
sources and experts online.
They can integrate new forms of technology to teach, like videos, animations,
and simulations through sources like YouTube channels, podcasts and clickers. Digital
textbooks can incorporate content like video and audio clips, animations, and rich
graphics that students can access and annotate. All of this content enhances the

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experience for students, and particularly benefits students who are struggling. It can
also reduce spending since students have plenty of valuable, real-time updated
information at their fingertips for free.
Pedagogies are constantly evolving. You can develop your own, inspired by
common ones and modified for 21st-century learning. Pedagogy must fit your audience,
and focus on helping students develop an understanding of the material beyond basic
memorization and surface knowledge. Students should be able to relate concepts back
to the real world, and even their own lives.
Every pedagogy is different. A good starting point is to create a philosophy of
teaching statement that outlines your communication goals as an instructor, and how
you plan to relate the work you do in the classroom to professional development once
the student moves on to a career. Then, design classroom experiences around this
philosophy, work with students to adapt methods to encourage positive responses and
determine how you will evaluate and assess their performance. It’s also worth
considering how you will integrate technology into lesson plans and classwork, as well
as promotes inclusivity.

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