WHAT ARE THE BRANCHES OF PEDAGOGY? - CULTURE VOCABULARY - 2025

The branches of pedagogy are cooperative, experiential, differentiation, cybernetics, assessment for learning, multisensory learning, and modeling pedagogy.

Pedagogy is the discipline that deals with the theory and practice of teaching. It includes how the teacher interacts with the students and the social and intellectual environment that the teacher seeks to establish.

Pedagogy informs teaching strategies, teacher actions, and teachers 'judgments and decisions taking into consideration theories of learning, students' understanding and needs, and the backgrounds and interests of each student.

It covers a wide range of practices, its objectives range from the promotion of liberal education (the general development of human potential) to the more specific specificities of professional training (the teaching and acquisition of specific skills).

The importance of pedagogy lies in the need we all have to learn and the ease with which it can be learned through pedagogical approaches.

Instructional strategies are governed by the student's knowledge and experience, situation and environment, as well as the learning goals set by the student and teacher.

Main branches of pedagogy

Pedagogy works at different levels and to cover a greater area of ​​action it has diversified into the following branches.

Cooperative pedagogy

Cooperative pedagogy helps students work as part of a team, while at the same time ensuring that everyone's contribution is valued.

This branch of pedagogy can help reduce barriers between students by introducing the concept of responsibility.

It also develops the skills necessary for students to work in groups and uses cooperative learning approaches with students when carrying out the promotion of intercultural understanding.

This branch generates teaching through open communication between students who pursue the same objective.

Experiential pedagogy

Students come with many useful and relevant life experiences outside of the classroom that can be used to promote equality and diversity and explore student views and challenges.

It is important to initially assess the skills and knowledge of students, so that experiential learning can be planned to ensure that they are not overwhelmed or discouraged.

Learning from mistakes is a vital part of experiential pedagogy, but this can make some students uncomfortable and hesitant to contribute to discussions.

Within this branch, the use of role-playing activities, videos, and case studies to help students experience what it feels like to face a barrier or encounter discrimination is common.

Pedagogy of differentiation

Effective differentiation requires regular assessment for learning and takes into account the diverse backgrounds and needs of individual students.

Valuing differences can be done in many ways, ranging from developing materials and images that reflect diversity, to using differentiated questioning techniques to allow students to work at various levels of complexity.

Learning a project helps students work at their own level. Scaffolding activities, prompts, and the use of technology aids may help students with learning disabilities to undertake project work.

Pedagogy of the relationship between theory and practice

To relate theory to practice is to give students the opportunity to reflect on their own learning experience.

Projects and simulations can help students explore problems, while open questioning techniques can encourage the formulation of strategies to overcome barriers.

Learning takes place in multiple settings. Organizations that support equality and diversity, presentations by members of the local community or, where appropriate, students' own experiences are tools used to better understand a topic in a pedagogical way.

Assessment for learning

Checking learning and generating feedback are essential ingredients of all effective learning activities.

The use of a variety of assessment methods ensures that all students are able to reflect on their areas of learning and review for development.

This allows you to identify student needs related to anything from a disability to cultural history.

Developing effective questioning techniques allows you to explore issues of equality and diversity more deeply.

Reflection, as part of learning conversations, allows exploration of challenges and ways to solve problems.

Cyber ​​pedagogy

It is the branch of pedagogy that makes effective use of e-learning and technology to ensure that all students have access to learning.

However, activities and strategies must be constantly reviewed and evaluated to ensure that they offer the right kind of support for people.

It is important to remember that some students may experience difficulties with technology. For example, a student with epilepsy or attention deficit hyperactivity disorder may need regular breaks from using a computer screen.

There are many approaches and tools that can be used to ensure that all students participate in the learning process, for example: the use of multimedia or the internet.

Pedagogy of multisensory learning

It refers to the use of a wide range of teaching styles that will ensure that students are more motivated to participate in learning.

It involves planning and delivering learning that uses a range of senses, such as seeing, hearing, and touching.

A regular change in the type of activity that is implemented under this modality will also guarantee a greater degree of motivation.

For example, teach with real objects or photos, use audios and videos together to achieve the learning objectives.

Modeling pedagogy

This branch requires an expert to model a skill or process and make the thinking behind that skill or process explicit.

To integrate equality and diversity into teaching and learning, it is important to consistently model language and behaviors that promote inclusion.

To promote positive role models, the educator through pedagogy seeks to involve people from a wide range of backgrounds, in talks or demonstrations to students.

References

1. Shulman, Lee (1987). "Knowledge and Teaching: Foundations of the New Reform" (PDF). Harvard Educational Review. 15 (2): 4–14. Retrieved July 26, 2017.
2. Petrie et al. (2009). Pedagogy - a holistic, personal approach to work with children and young people, across services. p. Four.
3. Kenklies, Karsten (2012-02-12). "Educational Theory as Topological Rhetoric: The Concepts of Pedagogy of Johann Friedrich Herbart and Friedrich Schleiermacher". Studies in Philosophy and Education. 31 (3): 265–273. ISSN 0039-3746. doi: 10.1007 / s11217-012-9287-6.
4. Abbagnano, N. and Visalberghi, A. «History of pedagogy». Ninth reprint. Madrid: Fondo de Cultura Económica, 1992.
5. De Battisti, PJ (2011) Classifications of General Pedagogy and Specific Pedagogies: an analysis of the demarcations made by specialists in the pedagogical field. VIII Meeting of Pedagogy Chairs of Argentine National Universities, August 8, 9 and 10, 2011, La Plata. Available in Academic Report: memoria.fahce.unlp.edu.ar
6. (2009). Effective teaching and learning. July 26, 2017, from LSIS Website: equalitiestoolkit.com.