Graduate Program

PED 702
Trends and Issues
in Andragogy and
Pedagogy

Written by:

Henelsie B. Mendoza, PhD

 PED 702 – Trends and Issues in Andragogy and
Pedagogy
TRAINING COURSE INTRODUCTION
Course Description

The module primarily focuses on research-based knowledge and principles of pedagogy and andragogy. The
training content centers on investigating issues and exploring trends on andragogy and pedagogy with the goal
of developing the ability to deal with complex issues and considering the implications of these in research and
development while examining their own practice and the Philippine context.

Readings and discussions cover career stage-specific topics. Career Stage 2 participants explore the different
trends and issues of andragogy and pedagogy toward improving classroom practice. Career Stage 3
participants reflect on leadership roles as teacher experts. Thorough and insightful discussions will be
facilitated to guide participants in coming up with an electronic portfolio. The Job-Embedded Learning task for
Proficient Teachers is preparing a critique paper. Highly Proficient Teachers are expected to write a review of
related literature.

Thorough and insightful discussions situated in contexts of practice will be facilitated to inform the Job-
Embedded Learning task specific to PPST Career Stages 2 and 3. Proficient Teachers are expected to prepare an
e-portfolio of their insights, while Highly Proficient Teachers are tasked to propose a study in relation to the
issues and trends uncovered in the course.

At the end of the term, the student shall be able to:

Outcomes PPST Indicator/s PPSSH Indicator/s PPSS Indicator/s

Critically reflect and engage PPST Domain 1.2.2 - PPSSH 1.4.1 Identify PPSS 3.3.1 Demonstrate
with the selected major Research-based knowledge relevant research knowledge and
trends and issues in and principles of teaching findings from reliable understanding of relevant
andragogy and pedagogy and learning sources in facilitating research findings
data-driven and
evidence-based
innovations to improve
school performance.
Consider the implications PPST 1.2.2 - Use research- PPSSH 1.4.2 Utilize PPSS 3.3.2 Utilize findings
of trends and issues in based knowledge and relevant research of research undertaken
andragogy and pedagogy in principles of teaching and findings from reliable and/or adapted to improve
research and development learning to enhance sources in facilitating practice.
in the teaching of language professional practice.
data-driven and
in their own practice and
evidence-based
that of the Philippine
context. innovations to improve
school performance

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 PED 702 – Trends and Issues in Andragogy and
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BIG IDEAS
The activities and discussions in this academic module will revolve around the following concepts and
ideas:

Big Idea 1 Big Idea 2 Big Idea 3

Pedagogy, Education, and Praxis in Adult and Lifelong Education Interactive Technologies for Formal
Critical Times Education is usually associated with and Informal Education
Pedagogy, education, and praxis are the formal education of children, Educators should be familiar with the
some of the important constructs that adolescents, and young people. variety of available technologies that
educators need to consider and Although they are the primary could support teaching and learning.
address to gain better understanding beneficiaries of education under They should be aware of the benefits
and capacity to transform education. international human rights law, and the challenges that interactive
This big idea offers new ways of adults are also recognized rights- technology imposes. Moreover, they
thinking about the identified issues holders. The right to education is, like should be exposed to practical
and themes considering current all other human rights, universal and experiences that calls for the
educational concerns and the applies to everyone, irrespective of integration of technologies to varied
prevalence of neoliberal conditions age. International law mandates that educational settings. More
being experienced in educational education should include ‘full importantly, technology for formal
settings worldwide. Teachers need to development of the human and non-formal education as a factor
comprehend the important concepts, personality and the sense of its for improving the quality, efficiency
situations, and concerns to critical dignity’ and to ‘enable all persons to and effectiveness of lifelong learning,
opportunities and ideas orienting participate effectively in a free student development, self-realization
readers towards future educational society.’ These aims cannot be met in accordance with an individual
transformation. through education delivered educational trajectory.
exclusively to children. The right to
education, therefore, recognizes the
importance of education as a lifelong
process. The early years are
considered foundational for lifelong
learning, where each level of
education lays the building blocks for
further education throughout a
person’s life.

LEARNING ACTIVITIES

To achieve the intended learning outcomes, the course is clustered into 3 big ideas, which are divided into 3
lessons consisting of synchronous and asynchronous activities, including independent study. Each topic is
guided by focus question/s to provide direction for the learning experiences in the module, structured using
the RSVP instructional design model.

Lesson 1: Pedagogy, Education, and Praxis in Critical Times

Focus Question: What are the critical questions about pedagogy, education, praxis?

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This lesson explores the idea of “good” outcomes in teaching, learning,

researching and leading in educational institutions in the time of constant change. Researches are
interested in looking into theoretical, practical and strategic aims by defining what educational praxis is
and is for, how teachers experience and understand “good professional practice” in their individual
contexts, how the changing cultural, social, political and material conditions for praxis and praxis
development affect the educational practices of teachers and what research approaches facilitate
praxis and praxis development in different contexts. Addressing broad questions will extend and
deepen understanding of the most crucial challenges for education which also hopefully inform and
stimulate discussions among educational stakeholders.

CILO Lesson Objective/s

Critically reflect and engage with the selected a) Explore critical questions about education hat
major trends and issues in andragogy and have concerned researchers and educators about
pedagogy Pedagogy, Education, and Praxis;

Address complex issues in pedagogy and andragogy b) Discuss the renewed importance of
clear and concise academic style of writing. researching, leading, teaching, student learning,
and professional learning in the light of current
global uncertainty, disruption, and
precariousness; and

c) Develop critical insights into theoretical and

methodological approaches through which
educators can make sense of the conditions that
shape their decision-making and practices, and
the impact these can have on learners and
communities.

Teaching Resources

Type of Resource Title of Resource Description

Book of articles Mahon, K., Edwards-Groves, C., These books contain articles that
Francisco, S., Kaukko, M., Kemmis, will be discussed in the course.
S. & Petrie, K. (Eds.). (2020). This will elicit conversation among
Pedagogy, Education, and Praxis teacher students and allow them
in Critical Times. Springer. to think back and reflect on their
practices. Some of the articles will
also be assigned for a 3-minute
presentation.

Lesson Instruction
Phase

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Each chapter will be assigned to a group of participants who will prepare a 3-minute professional
READ sharing presentation. They will be completing a Google Form (Making Connections Template) after
they read the article assigned.

Link to the form: https://forms.gle/q7JkTLoERYADobzk7

Name: _____________________ Email: ________________________________________

Comprehending the Reading Material
1) What word would best capture the essence of the chapter? Then, explain in 3 sentences
what the chapter is all about in connection to the word you have chosen.
2) What trends/issues related to Pedagogy and Andragogy have you discovered in the reading?
3) Explain and describe how the text can be connected to you as a practitioner, to the world
and to another text. Do this in 3-5 sentences only.
a. Text-to-Self
b. Text-to-World
c. Text-to-Text

Reading Assignments:

1.1 EDUCATION FOR A WORLD WORTH LIVING IN

Mervi Kaukko, Susanne Francisco, and Kathleen Mahon

In a rapidly changing world, education is vital for humankind and for the world itself. Education is a
contested space. This chapter takes a view of education as being for the good for each person and
for the good for humankind. The five broad questions that the book explores are outlined in this
chapter, as are key concepts addressed throughout the book, including pedagogy, education,
bildung, practice, and praxis. We also briefly introduce the theory of practice architectures. The
chapter concludes by providing an introduction to the chapters in the rest of the book.

1.2 WHAT IS EDUCATIONAL PRAXIS?

Kathleen Mahon, Hannu L. T. Heikkinen, Rauno Huttunen, Tess Boyle, and Ela Sjølie

This chapter explores the question “What is educational praxis?” based on a review of theoretical
and empirical research undertaken by the Pedagogy, Education and Praxis (PEP) international
research network over the past decade. A book series produced by the network in 2008 explored this
very question in relation to a range of educational sites and national contexts. Six key themes
emerging from this work were outlined in the first of the books in the series, Enabling Praxis:
Challenges for Education. In short, the themes concerned agents and agency; particularity;
connectedness; history; morality and justice; and praxis as doing (Kemmis and Smith in Enabling
praxis: challenges for education. Sense, Rotterdam, Netherlands, 2008b). Using these six themes as a
point of departure, we present a view of educational praxis as a kind of educational practice that is
informed, reflective, self-consciously moral and political, and oriented towards making positive
educational and societal change; it is context-dependent and can therefore take many forms. We
also explore the forming, self-forming, and transforming nature of educational praxis and explain its
relevance at a time when instrumental, managerialist, and neoliberal rationalities continue to
dominate global and local education narratives.

1.3 RESEARCH THAT FACILITATES PRAXIS AND PRAXIS DEVELOPMENT

Mervi Kaukko, Jane Wilkinson, and Lill Langelotz

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This chapter draws on an integrative literature review of the corpus of Pedagogy, Education and
Praxis (PEP) publications between 2008 and 2018, examining research conducted in and for praxis,
that is, research that helps us to understand and facilitate praxis. The chapter maps some of the
central foundations that cut across educational research facilitating praxis and praxis development,
including the theory of practice architectures and educational action research. It also touches upon
approaches that, despite their connections with praxis, appear to be less common. The chapter also
deliberates on the conditions under which research in and for praxis might be conducted, and by
whom, in different educational settings and national contexts. The findings show that research in and
for praxis is possible via multiple approaches and various positionalities, as long as the aim is to go
beyond understanding praxis into realizing its possibilities in actual educational sites. These multiple
approaches include “insider”, “outsider”, and “in-between” researcher locations. Overall, our review
reveals that the rich and varied works on, with, and for praxis discussed in the chapter can provide a
powerful armory with which to speak back to increasingly homogenized and homogenizing research
approaches in education. It also suggests that the emergence of new ideas and less dominant
theories has the potential to further facilitate the (re)imagining of new possibilities for
research/praxis development.

1.4 CRITIQUINGS AND CULTIVATING THE CONDITIONS FOR EDUCATIONAL PRAXIS AND PRAXIS
DEVELOPMENT
Ian Hardy, Kirsten Petrie, Anita Norlund, Ingrid Henning Loeb, and Kiprono Langat

This chapter addresses how, in different national contexts, the changing cultural, social, political, and
material conditions for praxis and praxis development are affecting the educational practices of
teachers and other educators. Through the corpus of PEP research (2008–2018), the chapter
explores the broader conditions within which educators undertake their work—conditions that
enable and constrain educators’ working lives. At a more macro level, the chapter elaborates
changing conditions of educational policy and practice, especially regarding the nature and effects of
neoliberalism, that have had a significant impact on educators’ possibilities for praxis. At more micro
levels, the impact of neoliberalism is felt through a myriad of significant issues—including educators’
professional practice, refugee education, and responses to climate change. The chapter shows that,
while these issues are problematic, there are also grounds for hope. Through specific examples, the
chapter concludes by identifying practices that cultivate conditions that serve as resources for hope,
enabling educators to sustain and foster educational praxis.

1.5 TEACHING AS PEDAGOGICAL PRAXIS

Stephen Kemmis, Christine Edwards-Groves, Rachel Jakhelln, Sarojni Choy, Gun-Britt Wärvik, Lisbeth
Gyllander Torkildsen, and Charlotte Arkenback-Sundström

This chapter reports findings of research into the practice of teaching conducted by members of the
Pedagogy, Education and Praxis (PEP) international research network, much of it using the theory of
practice architectures as an analytical framework. Examples of teaching practices are given across
education sectors from early childhood education and care to primary and secondary schooling, to
vocational education and training, and university education, as well as from community education.
The theory allows us to see different kinds of teaching practices as they unfold in intersubjective
space (semantic space, physical space-time, and social space) to engage learners in different ways
and to produce different kinds of opportunities for learning. Much of the research on teaching
presented in this chapter used close interaction analysis to show how teaching practices unfold in
synchrony with learning practices, to give new insights into the interconnected ways learning drives

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teaching while teaching (also) drives learning. The chapter also suggests that, in many cases,
teachers’ teaching and students’ learning are jointly necessary parts of a combined pedagogical
practice.

1.6 LEADING AS SHARED TRANSFORMATIVE EDUCATIONAL PRACTICE

Christine Edwards-Groves, Jane Wilkinson, and Kathleen Mahon

This chapter examines the practices of leading, as an important facet of the extended professional
work and experience of educators. It employs a site ontological lens to examine the duality of leading
in and for education. The chapter conceptualizes leading as a co-constructed, socially situated
practice, and focuses on the “happeningness” of leadership, making the actual practices of leading its
main emphasis. In particular, questions about the nature and particularity of professional practice as
it is enmeshed in different local, national, and international education sites are explored. In so doing,
it addresses the following question in relation to leading, that is, how, in different national contexts,
is good professional practice (“praxis”) being understood and experienced by teachers, and
educators, more broadly? By drawing on the theory of practice architectures, the chapter explores
(1) leading as a practice, (2) leading from, within, and beyond the middle, and (3) leading as a
democratic practice. Analysis of these interrelated elements aims to contribute to a broader inquiry
concerned with understanding, practising, and changing educational leadership by establishing the
dynamism of leading as a practice for orchestrating conditions that enable shared educational
transformations. The chapter concludes by reorienting leading as being a shared transformative
educational practice.

1.7 COLLABORATIVE PROFESSIONAL LEARNING FOR CHANGING EDUCATIONAL PRACTICE

Anette Olin, Susanne Francisco, Petri Salo, Michaela Pörn, and Gunilla Karlberg-Granlund

This chapter explores professional learning and professional development of teachers, principals, and
other educators. It initially identifies our understanding of the terms professional learning and
professional development and various national political ideologies and policies that have influenced
the work in this area. In particular, the chapter explores some key themes that researchers in the PEP
network have addressed related to professional learning and development. Firstly, we explore three
broad themes: action research for professional learning, professional learning for social justice, and
leading for learning. Secondly, we examine more specific themes of professional learning at different
stages of a teacher’s career. The concepts of praxis and bildung are highlighted as important
understandings that guide our work. The chapter discusses the contribution that this research makes
to the professional learning and professional development literature more broadly and concludes
with a reflection on what we have achieved. We also present a composite theoretical framework for
understanding professional learning as praxis development.

1.8 CRITICAL PRAXIS FOR CRITICAL TIMES

Kirsten Petrie, Stephen Kemmis, and Christine Edwards-Groves

This final chapter recalls the view of education that animates this volume: education to help people
live well in a world worth living in. The authors outline some of the challenging historical, cultural,
economic, environmental, social, and political conditions of our contemporary times. These are also
challenges for education, which must be renewed to confront the challenges of our time. The
authors use the theory of education outlined at the beginning of the chapter as a critical framework
for finding ways to resist the bureaucratizing and deprofessionalising tendencies of education
systems locally, nationally, and globally, and to restore hope for forms of contemporary educational

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practice that can help people to live well in worlds worth living in—and for the practice architectures
(conditions of possibility) that make critical educational praxis possible. The authors show that the
work of the Pedagogy, Education, and Praxis (PEP) international research network in the years 2008–
2018 has included a variety of kinds of research that have contributed to the realization of
educational praxis—research by educators, research with educators, and research for educators. The
chapter concludes by encouraging resilience and resistance in the face of an intensely pressurized
system of education dominated by performativity, management, and surveillance in our neoliberal
times, and resources for a journey of hope in the task of realizing education in the form of
educational practices that in fact help children, young people, and adults to live well in a world worth
living in.

Draw
SHARE
Write a critical question about pedagogy, education, praxis based on the readings assigned to you.
Post this question in the Jamboard—one page, one question. These questions will be answered after
the professional sharing.

Interpret

Guidelines for Professional Sharing (PS)

In each topic, the class will be divided into 8 groups and each group will be assigned one subtopic
each. Each group must prepare a professional sharing about the assigned subtopic, like it is your own
paper. Each PS will be posted in ePNU for the class to watch and evaluate using the rubric provided.

Please following the following PS Guidelines:

● Content
o Less is more! Focus on the key messages.
o Separate content into small sections using signposts (e.g., first, and then, now, on to my next, in
other words, etc.). These help the audience follow along.
o Use short sentences (25 words max).
o Use pauses and chunking (put emphasis on the last content word of a phase).
o Use active voice.
o Avoid jargon and explain key terms in non-specialist language.
o Explain concepts and people important in the article.
o Highlight the outcomes and message of the article, and the not the desired outcome.
o Imagine that you are explaining your paper to a close friend or fellow student from another field.
o Consider presenting the 3MT as a narrative, with beginning, middle and end.
o Break your presentation down into smaller sections to make it easier to follow.

● Structure
Introduction
o Capture the audience’s attention at the start with a hook (e.g. ask a question, tell a story, give a
contemporary example)

Provide context/background of your research

o Keep the message simple
o Articulate the significance of your research for society

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o Use examples that the audience will relate to

Conclusion
o Return to your introduction to close your talk
o End on a high note
o Remember to keep it user 3 minutes
● Slides
o Background
▪ Leave white/light space
▪ Use colors that work well on a screen
▪ Don’t overcrowd your slide
▪ Be creative
▪ Make sure your slide is legible, clear and concise
o Imagines & Figures
▪ Use clear images
▪ Re-size and compress images before inserting them on a slide
▪ Use simple graphics to convey important information
o Text
▪ Use min. 24-point font size and a sans serif font type
▪ Make sure all your text is in your language of presentation
o Content
▪ Only include relevant content that you actually refer in your presentation
▪ Use minimal, if any, text
▪ Include credit in the slides (ideally bottom corner)
▪ Do not rely on your slide to convey your message – it should simply complement your oration
▪ Think about how your slide might be able to assist with the format and delivery of your
presentation – is there a metaphor that helps explain the paper?
▪ Personal touches can allow the audience to understand to impact of your presentation
● Presentation
o Pacing
▪ Speak at a reasonable pace (average roughly 150 words/minute)
▪ Avoid fillers (ums, ahs, ers, …)
o Silent Pauses
▪ Why you should use them:
▪ To collect your thoughts
▪ You appear in control and confident
▪ To give the audience time process your message

▪ Try to leave the audience with an understanding of what the research is about, why it is important,
and what the study hope to achieve

PS Evaluation Rubric
For each area below, please provide a feedback by assigning a score to each of the categories, where
1 is poor/not addressed and 10 is exceptional.
Comprehension & Content 1 2 3 4 5 6 7 8 9 10
The professional sharing provided an
understanding of the background and
significance to the research questions being

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addressed, while explaining terminology and

avoiding jargon.
The professional sharing clearly describe the
impact and/or results of the research,
including conclusions and outcomes.
Th professional sharing follows a clear and
logical sequence.
The assigned reading was communicated in
an appropriate language.
The presenter spent an adequate time on
key elements of their professional sharing.
Engagement & Communication 1 2 3 4 5 6 7 8 9 10
The oration made the audience want to
know more
The presenter was careful not to trivialize or
generalize their 3MP.
The presenter was able to capture and
maintain the audience’s attention.
The presenter have sufficient stage presence
and vocal range; maintain a steady pace, and
have a confident stance.
The slides used enhance the 3MP – it was
clear, legible, and concise.

Professional Sharing

1) Each rapporteur will be given 3 minutes only for presentation.

2) The professional sharing should surround around 3 KEY IDEAS from the reading assignment.
3) Each idea should be explained with concrete examples from their school context and must
be backed up by further reading about the matter.
4) After the presentation, each participant will answer the question in the Jamboard through
sticky notes.
5) The answers will be synthesized by the teacher before moving on to the next.

Resolve

We will evaluate the answers to the critical questions you asked. Let us try to reconcile as a group if
the answers indeed responded to the critical questions asked.

While it is important to know the definition, the nuances of these terms and what they entail. It is
important to draw out the trends and issues that we can reflect on to improve our praxis.

The class will complete the table below:

Trends Issues

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● Which trends are applicable and worth exploring in your school setting?
● How do we address issues related to pedagogy?

Explain

Provide a sample of a journal article related to pedagogy. Go through the process of writing
a critical review using the article.
Writing a Critique Paper
VALUE
Use the PNU library or other resources to search for a research journal article which is related to
each topic and write an at least 1000–1500-word critical review for. Choose a reputable and peer-
reviewed journal articles only. The review will be submitted via Turnitin. Only submissions with at
least 20% similarity ratings will be marked for grading.

Writing a Critical Review: Critical reviews require careful planning and drafting just like any other
assignment. This guide suggests what to focus on at each stage of the process.
1. Plan your approach

Go back to the readings carefully in order to:

● Determine your exact criteria;
● find out what proportion of your review you should dedicate to summary and evaluation; and
● know whether the summary and evaluation should be presented as separate sections or a
combined section.

2. Make notes

Skim read the text and make notes about:

● the main question or questions;
● the author’s aim;
● the methods used;
● the evidence provided;
● the key findings or answers; and
● the implications and significance of the findings.

3. Evaluate the text

● Judge the quality or value of the text (for other researchers, or to practitioners in the field, or to
students).
● Consider the merits of the text in the short term as well as the long term.
● Consider the merits of the text in comparison to other related text.

When evaluating the text you could answer some of the following questions:
● Is the question the text tries to answer relevant, interesting, new, or useful? To who, and why

Does the text give new answers or interpretations to an old question?

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● Is the text detailed, or brief? Simple or complex?

● Is the evidence presented to support the answer extensive? Strong? Weak? Relevant? Persuasive?
Contradictory?
● Are the conclusions reached final, limited, qualified or preliminary?
● How can you relate the findings of the research to your practice?

4. Write it up
When writing and proofreading your critical review:
● Stay focused on your evaluation criteria.
● Read the text you are reviewing again to check that you have covered everything.

5. Note that you will be grading according to the following rubric

Critique Paper Rubric

Excellent Very Good Satisfactory Good Needs Improvement

Summary (20%) Clearly presents Presents Presents author’s Insufficient No explanation of

author’s thesis and author’s thesis thesis, but may explanation of author’s thesis,
author’s
How well does describes his/ her and describes not provide thesis, and/or and/or no
the student strategies for his/her sufficient insufficient description of
summarize the supporting it. strategies for description of description of strategies for
text? supporting it. strategies for strategies for supporting thesis.
supporting
supporting it.
thesis.
Clearly and Describes Describes
succinctly describes organization and organization and Insufficient Poor or no
organization and presentation of presentation of description of description of
presentation of text. text. text, but may need text’s text’s organization
more details organization and presentation.
and
presentation.

Overall Quality Exhibits clarity, Exhibits clarity, and Exhibits some Exhibit some Exhibit little or no
of Analysis complexity, some depth about clarity, though only faulty logic, evidence of
(20%) perceptiveness, the topic, but lacks minimal depth of and/or effective thinking
originality, and the qualities of thought about the stereotypical or about the topic
How well does depth of complexity, topic. superficial (please note that
the student thought about perceptiveness, thinking about there may be
analyze the text? the topic. and originality the topic. effective thinking in
exhibited in level A. the composition,
but not about the
topic).

Provides excellent Provides clear Makes some attempt Insufficient Poor to no attempt
evaluation of text’s evaluation of to present the attempt to to present the
weaknesses or text’s weaknesses weaknesses or present the weaknesses or
strengths; or strengths; strengths of the text; weaknesses or strengths of the
evaluative criteria evaluative criteria evaluative criteria strengths of the text; no obvious
are unique and are unique and are used. text; evaluative criteria for
interesting. interesting. criteria are evaluation.
unclear.

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Uses creativity to Puts text in Places text in context. Insufficient Poor to no

interpret text (e.g., meaningful context attempt to put attempt to put
places it in when interpreting text in context text in context.
interesting context it.
or compares /
contrasts with other
relevant texts).

Support of Exhibits command Exhibits control of Exhibits some control Exhibit Exhibit a
Analysis (20%) of focus, coherent focus, organization, of focus, organization insufficient basic/elementary
organization, and and development (structure may be control of focus, sense of
How well does interesting (all of the subject formulaic or be organization (way organization (may
the student development (with matter is relevant organized loosely ramble, be be purely descriptive
select, summarize carefully chosen, to the topic, but is around the topic), repetitious, or or strictly formulaic),
and/or insightful details, not as insightfully and development locked into a but ideas about the
paraphrase examples, selected as a (may contain some formula), and/or topic are generally
supporting arguments, etc.) of response at level A) poorly chosen development (it undeveloped,
evidence from the topic. of the topic. information, but may be mostly illogical, irrelevant,
the text to major ideas are descriptive or or inconsistent.
demonstrate and adequately lack adequate
support analysis? supported). support) of the
topic.

Organization & Review is very well Review is well Review has separate Distinction General structure
introduction, body
Content (20%) organized, organized, between of review is
paragraphs, and
containing an containing an conclusion, but introduction, difficult to follow,
introduction, body introduction, connections among body and/or student
paragraphs, and body paragraphs, these could be paragraphs, and failed to follow
conclusion. and conclusion. improved. conclusion is the prescribed
unclear. format.
Most paragraphs
Paragraphs contain All paragraphs focus on a single
clear topic contain topic topic and are Paragraph Paragraphs are
sentences, focus on sentences, focus on coherently structure needs unfocused,
a single issue, are a single issue and structured. improvement incoherent or
coherent, and are coherently (some may be require
organized according structured. incomplete, or restructuring.
to an obvious
focus on too
pattern of Some use of many issues, or
argument. Topic sentences
transitional signal structure of be incoherent).
expressions and argument, but may
Effective use of other signposts require more focus. Topic sentences are
that make the Transitions are Topic sentences absent or
transitional
present and help
expressions and structure of the do not effectively unconnected to the
connect parts of
other signposts document clear. argument signal structure paragraphs that
that make the of argument or follow.
structure of the lack focus /
Transitions are
document clear. clarity.
absent or used
More transitions incorrectly.
are needed to
develop
argument

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Student’s tone Student’s tone

Student’s tone and Student’s tone and and diction are and diction are
diction enhance the diction are Student’s tone and marginal. inappropriate.
argument being appropriate for the diction are
made about the text argument being occasionally Paper is much
under review. made about the inappropriate for longer or shorter Paper is
text under review. the target than the unreasonably too
audience. assignment long or too short.
requirement.

Grammar & Clear, concise Mostly clear, Adequate Poor sentence Very poor
Mechanics (20%) sentences. concise sentences. sentence structure structure. sentence
but may require Writing may structure, and/or
No grammatical May have some
editing for be wordy or Uses
errors. minor
clarity/wordiness. difficult to inappropriate
grammatical
follow in language or
errors. Some grammatical
Citations are places. language that is
errors, but these
included in too informal.
do not impede
the correct Citations are
understanding. Significant
ACM format. included in the Many
grammatical errors,
correct ACM grammatical
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The insights and best practices you have gleaned from the readings and discussion in this
PRODU module will be put in the context of practice through your Job-Embedded Learning task
CE specific to PPST Career Stages. Proficient Teachers (Career Stage 2) and Highly Proficient
Teachers are expected to identify appropriate lesson study for improving classroom
practices.

Prepare an Annotated Lesson Study with the goal of identifying instructional needs of
teachers and addressing gaps in student outcomes. Use the Lesson Study Plan template.

1. Prepare a lesson study based on the trends and issues explored during the
discussion.

2. Annotate the attached lesson plan which was prepared collaboratively by

highlighting results in your curriculum investigation, research on classroom practice, student
learning, trends and issues in pedagogy.

3. The following questions can guide your annotation.

a. Which trends can be applied in teaching the lesson?

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 PED 702 – Trends and Issues in Andragogy and
Pedagogy

b. What possible issues will you encounter in teaching the content?

c. How do we address these issues?

4. Work on the Lesson Study Template. Here is the link:

https://docs.google.com/document/d/1bMlXlEiRAOeSuGq7gDK_XM_WQ9JOPoNl/edit?usp=
sharing&ouid=111710606831481796861&rtpof=true&sd=true

5. Submit the completed Lesson Study in the assignment created in ePNU.

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