Education Pedagogy: Case Study of Mrs. Edward

Running head: EDUCATION PEDAGOGY
EDUCATION PEDAGOGY
Name of the Student
Name of the university
Author’s note

EDUCATION PEDAGOGY1
2019 CASE STUDY 2 – Mrs Edward
The case study surrounds Mrs. Edward, critiquing about the type of teaching that she had been
using to teach the students. It is evident from the case study, that a facilitator approach had been
used by Mrs. Edward. In this approach a teachers places students in a higher pedestal of the
classroom teaching a curriculum that that is already structured and the curriculum goes step by
step building on the topic on what that was taught previously. This is a high structured approach
with testing to access the learning results. The main focus is to gain knowledge. As seen from
Mrs. Edwards classroom, time is an important factor in the structuring of the facilitator
classroom, the educators had to adhere to strict schedule.
One of the quality that can be seen in Mrs. Edward, is her interest in letting know the
children, what they would never, see, learn or read. As evident from the MAKER profile, Mrs.
Edwards is dominant in Method and Knowledge with some attention to the ends. It is evident
from the case study, the Mrs. Edward had been using various approaches of teaching in order to
draw the attention of the student towards learning. Mrs. Edward had emphasized on STEM based
learnings and project based learnings for providing the opportunity to the students in providing
opportunities for the real world connections to be made and the contexts explored within the
disciplines included in the STEM based learning. Again project based learning employed by
Mrs. Edward is a learner centered approach that requires enquiry researches. It is evident that
Mrs. Edward encourages the students to research and reflect on the primary findings. Mrs.
Edward also motivates the students to the use the hypotheses and the experimentation. In
literature they learn about appreciation and construction (Fennema & Nelson, 2013). Mrs.

EDUCATION PEDAGOGY2
Edward wants her students to arouse the inquisitive nature of the students and not just to learn
about the things. It has been mentioned in the case study that Mrs. Edward uses the same
material resources in order to teach the students, which is a common characteristics of the
facilitator approaches of teaching. Mrs. Edward sought to build a common knowledge for all the
student, as she believed that all the students get access to all the students should be educated
through a common access (Aubrey & Riley, 2017). Preexisting schema in children can be made
by teaching children about new concepts, or by the development of new schema. In the relation
to this, it is necessary to talk about Nathaniel Gage, where he had related educational psychology
with the classroom management processes in teaching. According to Gage, each and every
person has an individual profile of characteristics, challenges and the abilities that results from
predisposition, learning and development (Fennema & Nelson, 2013). Mrs. Edward had
identified the individual differences and had always identified individual differences (Fennema
& Nelson, 2013). In relation to this, focus can also be given on the social and the cultural
determinants of the learning process. An educational psychologist can always distinguish an
individual constructivism, identified by the Piaget’s theory of cognitive development, from the
concept of social constructivism.
As per the model suggested by Carroll in the model of school learning, learning has been
referred to as the function of efforts that is spent in relation to the efforts required. The model
includes six elements with one output an, input variable and four intermediate variables. Another
element is the aptitude, which is the chief illustrative variable defined as the amount of time a
student requires to learn about a given work (Larson & Marsh, 2014). It is known from the case
study that Mrs. Edwards take ample time to discuss about matters that needs fine understanding.
The model of learning makes the assumptions, that the students vary in the extent of learning that