Pedagogical Approaches

Pedagogy in education

.Learning is dependent on the pedagogical approaches teachers use in the classroom. A variety of pedagogical approaches are common in schools, but some strategies are more effective and appropriate than others. The effectiveness of pedagogy often depends on the particular subject matter to be taught, on understanding the diverse needs of different learners, and on adapting to the on-the-ground conditions in the classroom and the surrounding context. In general, the best teachers believe in the capacity of their students to learn, and carefully utilize a range of pedagogical approaches to ensure this learning occurs.


Approaches to Teaching Through Pedagogy

Teacher Centered Approach
Teacher-centred pedagogy positions the teacher at the centre of the learning process and typically relies on methods such as whole-class lecture, rote memorization, and chorus answers (i.e., call-and-response).
Learner Centered Approach
This pedagogical approach has many associated terms (e.g., constructivist, student-centred, participatory, active), but generally draws on learning theories suggesting learners should play an active role in the learning process.
Learning Centered Approach
“Learning-centred pedagogy” is a relatively new term that acknowledges both learner-centred and teacher-centred 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.

“Pedagogy is the art, science, or profession of teaching; especially: education.”


Appropriate approach

Pedagogical effectiveness often depends on ensuring that the approach is appropriate for specific school and national contexts. Among the varied learning outcomes, academic achievement is the easiest to measure, but the others are also important to consider when trying to reform and monitor ongoing changes to pedagogical practice. Students’ needs, backgrounds, perspectives and interests are reflected in the learning program. In learning environments that reflect this principle the teacher.



Uses strategies that are flexible and responsive to the values, needs and interests of individual students


Uses a range of strategies that support the different ways of thinking and learning


Builds on students’ prior experiences, knowledge and skills. Capitalises on students’ experience of a technology-rich world.

five approaches to build the learning environment

This involves getting the learners to be involved in developing the meaning behind the sessions. We advocate ‘reversed classroom’ techniques, where delegates will learn concepts for themselves before any training and demonstrate them during the sessions. Having them involved in physically and mentally constructing the sessions help you as facilitator to get to the application much quicker and without wasting time setting up activities.

This enables learners to work in pairs, groups or whole teams to learn concepts and apply them in real-world scenarios. You could get students to teach others about their experience in small groups. The facilitator joins certain groups to listen in and answer any queries. Many delegates say they learn a great deal from these collaborative sessions.

This pedagogical approach builds around situations and problems the learnings will experience in their line of work. It could be case-study based, where a pre-prepared situation is disseminated to small groups who use their experience to work on it, or specific issues and challenges that the learners have brought with them or prepared beforehand

This is where learners learn while interacting with others. An integrative approach allows for a cross-fertilisation of ideas and concepts that maybe new to various others. The whole point is to make discussed-concepts applicable to other environments, stretching students’ minds to apply the new ideas in challenging situations they might encounter outside the classroom.

Reflective time is also good for you as facilitator. It gives you time to contemplate learning points and decide which areas worked well and which worked less well, along with bringing materials up-to-date with new ideas. Allowing learners to reflect on what they have picked up is vital if the ideas are to be consolidated, established and embedded in their minds and hearts.

Modern Teaching Methodologies

Blended Learning

Today, blended learning is a diverse field that takes advantage of the computer’s capabilities while retaining the in-person aspect of traditional learning. Blended learning now encompasses a variety of approaches, including webinars, online learning interactive scenarios, and a mix of in-person and computer-based learning. This shift in education has allowed instructors to develop new and exciting ways of instructing students.


The teachers can make use of such interactive educational games for making the students develop their interest in studies. There are a variety of platforms available for them which arouses their interests in particular fields. Careful and appropriate use of the games on education will create a tremendous amount of interest and enthusiasm among the students to learn about the content and apply them in the virtual platforms as a practical activity. 

Project Based Learning

The projects refer to the tasks given to the students entirely associated with the field they are pursuing. They are provided with practical case studies which require the application of their skill set and knowledge to provide an optimum solution to the problem. These are challenged through the types of projects included in the project-based learning system. 

New ways of teaching

Teachers are introducing different innovative ideas to explain the content to learners. Also, it is the responsibility of teachers to teach students with suitable and modern methods. We can’t say which pedagogical way of teaching is better!  They are similar but also different from each other. Teachers need to receive specific preparation in how to make contextual adaptations to their teaching approaches. In mixed-level classrooms, teachers need to have a deep understanding of students’ different ability levels in order to alter their instruction and activities to meet the needs of each student. These approaches can, in fact, strengthen teaching even in well-resourced classrooms since teaching and learning materials are most beneficial when they are relevant to students’ lives.

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