Pedagogical Practices: Strategies for Teaching in Victorian Classrooms

This report delves into the realm of pedagogical practices employed in teaching, specifically within the context of Victorian classrooms for grades 7-10. It meticulously examines various instructional strategies, emphasizing student engagement, inclusion, and differentiation. The report explores how these elements can be effectively catered to within the classroom environment, supported by critical reflection and annotations that place them in the context of the author's specializations. The framework of the report includes an analysis of student engagement, inclusion, and differentiation, using stimuli such as tutorial activities, peer discussions, and subject specialist interviews. The report also integrates comprehensive referencing, including appendices containing supplementary materials. The goal is to provide a deep understanding of how to create a conducive and effective learning environment for students in the specified grade levels, in light of relevant policy and literature.

Running head: PEDAGOGICAL PRACTICES 1
Pedagogical practices in teaching.
Name
Institution
Author’s Note

PEDAGOGICAL PRACTICES 2
Pedagogical practices in teaching.
Pedagogy refers to the practices that are applied in the learning process to make enable
for understanding. It entails the combination of different knowledge together with skills to
ensure that objective is met within the recommended time frame (Hechter & Vermette, 2014).
Learning becomes more essential when people set their minds on a specific single agenda.
Pedagogy can be portrayed as an act of science when it comes to various practices that is meant
to bring an impact in students’ mind and entire social nourishments. (Houseal et al., 2014).
Under various circumstances, motivational aspects taking place in learning make both the learner
and the teacher to focus on improving the operations that are directed towards their roles and
responsibilities in learning. One essential thing that the teacher must put into consideration is to
develop ability to be trusted by the students as one of the perfect people ever existed. Being
learning is an interactive activity, a teacher ort to develop a proper and working relationship
that can allow for interaction. Both the teacher and the students must also be able to have a
common goal despite the differences in duties that each party is responsible for.teachers should
be in a position of putting much focus in different processes that will ensure the achievement of
the goals that are set prior to the commencement of any course. (Le Fevre, 2014). Before any
lesson is undertaken, the teacher is always required to carry out assessment on the physical and
mental preparedness of the students to undertake the topic of study for that day. By so doing, the
teacher will be in a better position to either manipulate the planned teaching strategy or to
continue with it.
Within the learning environment, there should be an engagement parameter capable of
providing a proper understanding to the purpose of the session and the kinds of the expectations
of each section of the learning that is oriented towards the goals. (Salminen, 2014). Since the 16th

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century when leaning strategies came to use up to now, there have been several practices that
have been adopted and further grown in a manner that can help serve the purpose that are
intended to in learning.
Every strategy in the learning process must be able to bring on a meaning within the
class as far as learning is concerned. There are knowledge based goals in every academic
environment with aims to help give a practical application of the day today activities within a
given culture. Within this learning practice that is used, students’ ability to understand a specific
concept of knowledge and skills is arrived at by the kind of knowledge that the student may have
before the new knowledge. In this approach, confidence is built in students by the kind of
interaction and that are involved in learning. It is a recommendation that active participation in
the learning process be involving instructions that are within the scope of the lesson plans that
are structured out of curriculum. Whenever this happens, learning will be as having a lot of
importance to the learners since it will be able give to both verbal and nonverbal instructions,
elaborations of learning requirements, and an insight of what is expected of the students will be
illustrated. This approach has targets just like any other activity of enabling the acquisition of
different types of skills together with knowledge parameters used in each activity. This
actualization of learning content is displayed in many ways in the learning activity such as such
as when a teacher beginning of a lesson from a known concept to students and forges towards the
new concept. A teacher can also decide to relate concepts to what is locally vivid to students in
order to pass on clear information as far as learning is concerned.
On to the second approach, academic language is always expected to be developed to be able to
fit within the context of learning across the curriculum. This is ensured with the known bigger
goal of learning process to be the core of a particular institutional language. Irrespective of the

PEDAGOGICAL PRACTICES 4
institution’s condition, what is vital is their suitability to be used within a specific learning
environment.
Within a learning environment, the use of language is essential when it comes to the
delivery of various skills attached to education. There are some intentional conversations
between teachers and learners that are focused to channel knowledge. This deliberate conversing
is what makes learning effective and more so when accompanied by nonverbal engagements of
the body. Learning mainly entails reading of various materials being viewed as sources of
particular knowledge and dealing with the use of instructions to provide directions. Within a
classroom, pupils and the teacher may all have their own different way of speaking with regards
to their cultures which may be considered when coming up with an academic language.
Adequate language development that is attached to learning can always be developed by students
in various ways which include similarities in the topics taught in class with some cultural or
communal areas of interests. When students are able give explanations on any topics taught to
them in class in both written and communicated languages, then the learning language that is
used in learning is good to be in continuous use. This approach is very essential since it will
create a reliable interaction between the teacher and every student thereby providing an
opportunity for a reliable interaction to take place.
It is also important to adequately engage various students into different types of activities
that appear to be challenging. It is highly probable that students who are regarded failures are not
exposed to challenges in their assessments. Assumptions that can cause of lot of damage to
learning advancements within a student can is likely to emerge as a result of the student’s limited
ability in terms of understanding of concepts taught. For this approach to work well and favor all
students there should be adequately designed assessment for checking the whole progress.

PEDAGOGICAL PRACTICES 5
Assessment parameters should also be in a good condition and be able to assess all areas taught
without giving chance to any inadequacy. According to research, different students capable of
falling into the trap of failing in their academics are better be exposed to activities and
assessments that require much of thinking than just daily encountered problems. This will
increase the thinking capability of students thus making them to view issues from different
perspectives. This is an approach that can be observed from different perspectives and is
determined towards helping the students in terms of scaling up their respective knowledge and
skill levels.
The aforementioned approaches have one key agenda which is extraction of knowledge
from the teacher and rendering to the learners. Whenever these practices are applied in learning
process, a greater success rate will be realized and learners will be able to get the best out of the
lessons.
Assessment task two
Junior secondary schools are one of the most fundamental levels that are valued within an
education system. It is normally associated with various instructions being given to the children.
Active learning processes that take place between the children and their respective teachers
normally take place in such learning environment. On the other hand, a teacher is capable of
providing instructions to children for them to provide various answers to the questions regarding
what a given lesson was all about (Maringe & Sing, 2014). This is a strategy that actively
engages the children across the whole learning process thereby allowing them to properly
understand what is taking place since the teacher will be able to identify the level of
understanding of nearly every child. The final feedback that is provided during the process will

PEDAGOGICAL PRACTICES 6
then be used to plan a wide variety of lessons (Milner, 2017). Active learning is therefore
essential when it comes to putting every student to be controlled by different types of academic
goals known to be created by both the teacher and the students themselves. On the other hand,
when the students and the teacher engage in an active interaction, this makes learning to become
more effective and interesting. This will create conditions of working towards a common goal
between the parties. This mode of active engagement will in turn contribute towards higher
levels of teaching together with learning processes (Santos et al., 2019). Such spirit of
brotherhood will therefore create conducive environments for healthy conversations to take place
thus providing students with opportunities of learning different issues. Different parameters like
the academic language together with contextualization are among the major things that will be
gained by the students. This therefore appears to be a mode of mentoring thus making it to be a
combination of different experiences that is normally attained at the end of the whole
engagement. Students will therefore be subjected to different practical ways that are normally
used in solving problems in real life. A reliable connection of school thinking to get

PEDAGOGICAL PRACTICES 7
Reference
Hechter, R., & Vermette, L. A. (2014). Tech-savvy science education? Understanding teacher
pedagogical practices for integrating technology in K-12 classrooms. Journal of
Computers in Mathematics and Science Teaching, 33(1), 27-47.
Houseal, A. K., Abd‐El‐Khalick, F., & Destefano, L. (2014). Impact of a student–teacher–
scientist partnership on students' and teachers' content knowledge, attitudes toward
science, and pedagogical practices. Journal of Research in Science Teaching, 51(1), 84-
115.
Le Fevre, D. M. (2014). Barriers to implementing pedagogical change: The role of teachers'
perceptions of risk. Teaching and teacher education, 38, 56-64.
Maringe, F., & Sing, N. (2014). Teaching large classes in an increasingly internationalising
higher education environment: pedagogical, quality and equity issues. Higher
Education, 67(6), 761-782.
Milner, H. R. (2017). Where’s the race in culturally relevant pedagogy. Teachers College
Record, 119(1), 1-32.
Salminen, J. (2014). The teacher as a source of educational support: exploring teacher-child
interactions and teachers' pedagogical practices in Finnish preschool
classrooms. Jyväskylä studies in education, psychology and social research, (512).
Santos, J., Figueiredo, A. S., & Vieira, M. (2019). Innovative pedagogical practices in higher
education: An integrative literature review. Nurse education today, 72, 12-17.

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Toven-Lindsey, B., Rhoads, R. A., & Lozano, J. B. (2015). Virtually unlimited classrooms:
Pedagogical practices in massive open online courses. The internet and higher
education, 24, 1-12.