Glossary of Pedagogical Terms - Center for Teaching and Learning (2023)

Teaching Resources

Resource Overview

A quick reference and guide to pedagogical terms.

In this list you will find definitions for commonly used pedagogical terms. This list and the associated references and resources provide an overview of foundational concepts, teaching strategies, classroom structures, and philosophies. This page is meant as a quick reference and initial guide to these topics that may both answer a question and spark your curiosity to explore more deeply.

Active Learning: A teaching and learning approach that “engages students in the process of learning through activities and/or discussion in class, as opposed to passively listening to an expert. It emphasizes higher-order thinking and often involves group work.” (Freeman 2014)

Asynchronous Instruction:Asynchronous instruction is the idea that students learn similar material at different times and locations. The term is often associated with online learning where students complete readings, assignments, or activities at their own pace and at their own chosen time. This approach is particularly useful when students are spread across different time zones or may have limited access to technology.

Authentic Assessment:Assessments in which student learners demonstrate learning by applying their knowledge to authentic, complex, real-world tasks or simulations. Proponents of authentic assessment argue that these types of knowledge checks “help students rehearse for the complex ambiguities of the ‘game’ of adult and professional life” (Wiggins, 1990, p.1).

Further Resources:

  • Authentic Assessment. Center for Innovative Teaching and Learning, Indiana University Bloomington.
  • Wiggins, G. (1998). Ensuring authentic performance.Educative assessment: Designing assessments to inform and improve student performance. Jossey-Bass, p. 21-42.

Backwards Design:A course design process that starts with instructors identifying student learning goals and then designing course content and assessments to help students achieve these goals. Rather than starting with exams or set textbooks backwards design argues that “one starts with the end—the desired results (goals or standards) and then derives the curriculum from the evidence of learning (performances) called for by the standard and the teaching needed to equip students to perform” (Wiggins, G. & McTighe, J., 1998)

Blended or Hybrid Course: Blended or hybrid courses are “classes in which some percentage of seat time has been reduced and replaced with online content and activities” (Darby & Lang 2019, p.xxix). These courses continue to meet in-person for some percentage of the class time but content, activities, assessments, and other ways for students to engage with content are delivered online. It is important to note that these courses are intentionally designed to utilize both in-person and online class time to achieve effective student learning.

Further Resources:

  • Ko, S. and Rossen, S., (2017)Teaching Online A Practical Guide, Routledge

Bloom’s Taxonomy:Bloom’s Taxonomy is a cognitive framework of learning behaviors organized hierarchically in six categories: knowledge, comprehension, application, analysis, evaluation, and synthesis. Bloom’s taxonomy is often used as a helpful tool to create learning objectives that help define and measure the learning experience for both student and instructor. (Anderson, 2001, Bloom, 1956, Krathwohl, 2002)

Classroom Assessment Techniques (CATs):“An approach designed to help teachers find out what students are learning in the classroom and how well they are learning it. This approach is learner-centered, teacher-directed, mutually beneficial, formative, context-specific, ongoing, and firmly rooted in good practice”. Through using a CAT the instructor is able to gather formative feedback on students learning to inform future teaching.(Angelo & Cross 1993)

Classroom Climate:“The intellectual, social, emotional, and physical environments in which our students learn” (Ambrose et al., 2010, p. 170). Course climate is determined by factors like faculty-student interaction, the tone the instructor sets, course demographics, student-student interactions, and the range of perspectives represented in course content.

Cognitive Load:Cognitive load refers to the demands and limitations on working memory storage given the limited amount of information processing that can occur simultaneously in the verbal and the visual processing channels of the brain. (Mayer & Moreno 2003, Schnotz & Kürschner 2007)

(Video) Goals, Objectives, and Learning Outcomes

Collaborative Learning: an umbrella term that covers many different methods in which students work together to solve a problem, complete a task, or create a product. Collaborative learning is founded in the concept that learning and knowledge building is social and requires active engagement from students.(Smith & MacGregor 1992)

Constructivism:A theory of learning popularized in the twentieth century that argues that knowledge is actively constructed rather than passively absorbed by learners. Constructivists contend that when learners acquire new knowledge, it is through a dynamic process in which the learner recreates existing mental models, situating this new information in terms of what they already know. Social constructivists additionally recognize the role of social interaction (co-construction) and communication as key forces in learning. Foundational constructivists include John Dewey, Lev Vygotsky, Jerome Bruner, and Jean Piaget. Constructivist pedagogical strategies are grounded in constructivist theory and often include opportunities for experiential learning, active exploration, student interaction, and reflection. Courses designed around this principle emphasize connections among course concepts and themes and support students in forming relationships between this new knowledge and what they already know.See also zone of proximal developmentandstudent-centered teaching.

Further Resources:

  • Bruner, J.S. (1974).Toward a theory of instruction. Harvard UP.
  • Eyler, J. (2018). “Sociality”How humans learn: The science and stories behind effective college teaching. West Virginia P.
  • Vygotsky, L. (1978).Mind in society: The development of higher psychological processes. Harvard UP.

Culturally Responsive Pedagogy:A pedagogical framework where instructors center students’ cultural identities as an important aspect of learning. Those committed to this framework deliberately work to make connections between course content and students’ lived experiences in order to prompt student involvement and motivation. Culturally responsive course design includes cooperative, student-centered instruction and diverse course readings from a variety of voices and perspectives, particularly those voices which may fall outside of traditional collegiate canons (Landson-Billings 2006).

Further Resources:

  • Burnham, K. (2019)Culturally Responsive Teaching Strategies. Northeastern University Graduate Programs Blog
  • Ladson-Billings, G. (1995). “But that’s just good teaching! The case for culturally relevant pedagogy.”Theory into Practice 34(3), 159-165.

Experiential Learning:Experiential learning is a process by which students develop knowledge and skills from direct experience, usually outside a traditional academic setting. Examples include: internships, study abroad, community-based learning, service learning, and research opportunities. The concept was introduced by David Kolb in 1984 and combines both a cognitive and behavioral approach to learning (Kolb 1984).

Further Resource:

Fixed Mindset:Mindset refers to the beliefs and attitudes held by a person and can affect their learning outcomes and achievement.Individuals with a fixed mindset (also referred to as entity theory) are outcomes-focused, don’t view intellectual ability as being malleable, and give up quickly on learning a new skill when learning becomes more challenging and difficult (Dweck, 2008, Dweck & Master 2008, Rattan et. Al. 2012, Yeager 2012).See also growth mindset.

Flipped Classroom:A flipped classroom is a teaching approach where students a first exposed to content before coming to a class session and then spend class time engaging more deeply with the ideas and concepts (Brame, 2013). This model encourages the use of active learning during in-person class sessions to allow students to explore concepts, solve problems, and discuss ideas with each other and the instructor.

Formative Assessment:Formative assessment is the process of providing feedback to students during the learning process. These are often low stakes activities that allow the instructor to check student work and provide feedback. An instructor writing comments and suggestions on a draft version of a paper is an example of formative assessment (Weimer 2013).

Growth Mindset:Mindset refers to the beliefs and attitudes held by a person and can affect their learning outcomes and achievement. Individuals with a growth mindset (also referred to as incremental theory) are process-focused, assess their performance relative to mastery of the material, and believe that intellectual ability is malleable. Having a growth mindset involves sustained effort toward learning new knowledge and reflection on past failures so that one can increase their knowledge and ability (Dweck, 2008, Dweck & Master 2008, Rattan et. Al. 2012, Yeager 2012).See also fixed mindset.

Hidden Curriculum:The hidden curriculum is a collection of unwritten norms, values, rules, and expectations that one must have awareness of in order to successfully navigate educational settings, but which remain unknown to those who have not been socialized into the dominant discourse (Smith, 2015, p.9). The hidden curriculum includes an understanding of school structures,resources, financial aid systems, and institutional rules, along with an awareness of cultural expectations for participating in class and communicating with peers and instructors. See alsosocial belongingandtransparent assignments.

Further Resources:

  • Ostrove, J. & Long, S. (2007). “Social class and belonging: Implications for college adjustment.”The review of higher education 30(4).
  • Hidden Curriculum. The Glossary of Education Reform.

Inclusive Teaching:a mode of teaching that intentionally designs course content and curricula to engage with students of diverse backgrounds, abilities, and lived experiences. The ultimate goal of inclusive teaching is to create a learning environment where all students feel valued and supported to succeed.

Further Resources:

Inquiry-Based Learning:Inquiry-based learning is an umbrella term that includes pedagogical strategies such as problem-based learning and case-based learning that prioritize students exploring, thinking, asking, and answering content questions with peers to acquire new knowledge through a carefully designed activity. Such activities build in opportunities for students to authentically engage in and apply the scientific process as scientists rather than following a predetermined protocol (LaForce, 2017, Yew & Goh 2016).See also problem-based learning, project-based learning.

Learning Management System (LMS):A Learning Management System is a platform that enables instructors to organize and distribute course materials in a digital format. While features may vary, a typical LMS allows instructors to communicate with students, share readings, create and collect assignments, assess student work and post grades. An LMS may be used to compliment a face-to-face course or for an entirely online course. Popular platforms include Canvas, Blackboard, and Moodle.

Learning Objective/Learning Goal/Learning Outcome:statements that articulate the knowledge and skills you want students to acquire by the end of the course or after completing a particular unit or assignment. Learning objectives help instructors to shape course content and assessments as well as increase transparency for students by clearly communicating expectations.

Further Resource:

Metacognition:Metacognition involves metacognitive knowledge and metacognitive regulation. Metacognitive knowledge is defined as thinking or having an awareness of one’s cognitive processes. Metacognitive regulation is the active monitoring of one’s cognition through planning (identifying appropriate learning strategies), monitoring (forming an awareness of one’s task performance) and evaluating (assessing and refining one’s learning through reflection) (Lai, 2011, Tanner, 2012).

Motivation:An individual’s “personal investment” in reaching a desired state or outcome as “seen in the direction, intensity, persistence, and quality of what is done and expressed” (Maeher, M.L. & Meyer, H.A., 1997, p. 373). Research suggests that motivation plays a vital role in directing and sustaining student learning. The most motivated students see value in the task, believe that they can accomplish the task, and feel that they are in a supportive environment (Ambrose et al, 2010, p. 80).

Further Resource:

  • Lazowski, R.A. & Hulleman, C.S. (2016). “Motivation interventions in education: A meta-analytic review.”Review of Educational Research 86(2) 602-640.

Object-Based Learning (OBL):Object-based learning (OBL) is a teaching method whereby students engage with authentic or replica material objects in their learning in order to gain discipline-specific knowledge or to practice observational or practical skills that can be applied in various fields. “Objects” can include a number of different material items often housed in museums: specimens, works of art, architectural forms, relics, manuscripts and rare books, archival documents, or artifacts of various kinds. Research on OBL suggests that “objects can inspire, inform, fascinate and motivate learners at all stages of their education” (Jamieson, 2017, p. 12).

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Further Resource:

  • Chatterjee, H. J. (2016).Engaging the senses: Object-based learning in higher education. Routledge.

Pedagogy:Pedagogy is the method, practice and study of effective teaching. In order to be effective, instructors must have both subject-based knowledge and pedagogic knowledge and skills (Barkley & Major, 2016).

Problem-Based Learning:A form of student-centered teaching that focuses on having students work through open-ended problems to explore course material. Students are asked to define the problem as part of the process, research content outside of class time and iterate solutions to arrive at their final response (Nilson, L.B., 2016)

Project-Based Learning:A form of student-centered teaching that engages students with course content as they work through a complex project. These projects are typically real-world scenarios and multifaceted. Project-based learning encourages interdisciplinary conversations and groups work.

Further Resource:

Retrieval Practice:Retrieval practice involves retrieving new knowledge from memory in order for durable retention in long-term memory. The process is supported by experiments which explore student’s recall of new material. Retrieval practice can take the form of frequent, low-stakes quizzes, or students may employ methods like flashcards for self-testing (Brown 2014,

Scaffolding:A process by which instructors build on a student’s previous experience or knowledge by adding in specific timely support structures in the form of activities or assignments for students to master new knowledge or skills and achieve learning goals (Greening, 1998, Hmelo-Silver 2007).See also Zone of Proximal Development.

Scholarship of Teaching and Learning (SoTL):an approach to college-level teaching that frames teaching as a form of scholarly inquiry. Through engaging in SoTL instructors examine their students’ learning to innovate and engage in knowledge-sharing with colleagues (Huber 2013). Instructors who engage in SoTL as part of their teaching are encouraged to reflect on personal assumptions and curiosities about how their students learn. Then consider how to test the validity of these ideas. Examples of SoTL projects include exploring the impact of implementing a single active learning strategy, considering the impact of reflection on student learning, determining the impact of a complete course restructure (Poole 2018).

Social Belonging:Social belonging is a state when students feel welcomed and included into a community where they can engage freely and foster positive relationships with others (Walton & Cohen, 2011).

Summative Assessment:Summative assessment is the process of measuring a student’s learning at the conclusion of a course (or a portion of the course). Summative assessments are typically associated with grades and can take the form of quizzes, exams or papers.

Stereotype Threat:Stereotypes are negative generalizations about groups of people. When students are subtly or overtly made aware (primed) of these stereotypes while performing challenging academic tasks in domains that are important to them, students begin to underperform in these tasks. Anxiety about confirming a negative stereotype creates additional cognitive load that reduces the capacity of working memory in the brain (Aronson 1999, Steele & Aronson 1995).

Student-centered teaching: Instructor-center teaching refers to instructors teaching content solely through a passive approach such as lecturing while students listen and take notes with minimal interaction with other students. Student-centered teaching, however, consists of instructors using a wide range of pedagogical approaches for students to learn and actively engage with the course content by having students construct knowledge with peers through collaboration, discussion, group projects, and problem solving (Felder & Brent 1996, Freeman 2007, Handelsman 2007).See also inquiry-based learning, problem-based learning, project-based learning, constructivism, zone of proximal development.

Student Engagement:Student engagement describes the ways in which students take part in the learning process and the development of their own knowledge. An increase in student engagement is thought to be linked to an increase in student learning. Student engagement is often tied to active learning techniques and student motivation (McVitty 2015).

Further Resource:

Synchronous instruction:Synchronous instruction is the idea that students learn material at the same time. Examples of synchronous instruction might include lectures, discussions or collaborative activities. When applied to remote learning, students must be online at the same time. This approach can be disadvantageous if students are spread across different time zones or have limited access to technology.

Teaching Development Plan (TDP):a written document that helps instructors focus on teaching specific career goals. A TDP encourages instructors to set goals, and periodically reflect on both progress and barriers faced while working towards these goals.

Threshold Concept:Thresholds are crucial barriers in the learning process where students often get “stuck”. These ideas are essential to understanding a particular discipline and progress in the discipline can be blocked until that barrier to understanding has been overcome. Examples of discipline-based threshold concepts include deep time in geology or the idea of constructed narrative in history (Meyer & Land 2006, Pace 2017).

Transfer:A cognitive process by which a learner takes what they’ve learned in one context and successfully applies it to another. Transfer is often broken down into “near transfer” (transfer of knowledge to a similar task or context) and “far transfer” (transfer of knowledge to novel tasks or contexts). Given that a central purpose of education is for students to take what they have learned into other classes and then into their lives beyond school, this has long been a critical area of study in educational and educational psychology research (Perkins & Salomon 2012).

Further Resources:

Transparent Assignment Design:An inclusive teaching practice first proposed by Mary-Ann Winkelmes and her instructional development and research team at UNLV, transparent assignments help students understand the purpose of the assessment, clearly describe the task and how it should be accomplished, and plainly define criteria for success. Assignment transparency has been shown to significantly boost student success in terms of academic confidence, sense of belonging, and metacognitive awareness of skill development (Winkelmes et al. 2016).See also social belongingandhidden curriculum.

Further Resources:

  • Hutchins, P., Winkelmes, M. “Transparency in Leaching and Learning”.PDF of Powerpoint slides.
  • Winkelmes, M. et al. (2015). “Benefits (some unexpected) of transparently designed assignments.”National Teaching & Learning Forum 24(4), 4-6.

Universal Design for Learning (UDL):Universal Design for Learning is a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Designing a course according to UDL principles is centered on the key concepts of: engagement, representation, and action & expression. These are sometimes summarized as the Why, What and How of learning (Murawski & Scott 2019, Tobin 2018,

Zone of Proximal Development (ZPD):This developmental zone stands between what the learner can already do on their own and what they cannot yet do. It is the range in which a learner is able to move from point A to point B with assistance from peers or an instructor; in other words, the zone in which learning takes place. The concept was originally described in the work of Soviet psychologist and social constructivist, Lev Vygotsky (Vygotsky 1978).See also constructivismandscaffolding.

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Ambrose, S. et al. (2010).How learning works: Seven research-based principles forsmart teaching. Jossey-Bass.

Anderson LW, Krathwohl DR. (2001).A taxonomy for learning, teaching, and assessing: a revision of Bloom’s taxonomy of educational objectives. Longmans.

Angelo, T. A. & Cross, K.P. (1993).Classroom Assessment Techniques: A Handbook for College Teachers.2nd Ed. Jossey Bass

Aronson, J., Lustina, M. J., Good, C., Keough, K., Steele, C. M., & Brown, J. (1999). When White Men Can’t Do Math: Necessary and Sufficient Factors in Stereotype Threat.Journal of Experimental Social Psychology. 35, 29-46.

Barkley, E.F. and C.H. Major (2016).Learning Assessment Techniques: a handbook for college faculty.Jossey Bass.

Bloom BS. (1956).Taxonomy of educational objectives: the classification of educational goals.Longmans.

Brame, C., (2013). Flipping the classroom. Vanderbilt University Center for Teaching. Retrieved 6/11/20 from

Brown, Peter C., H.L Roediger, M.A. McDaniel (2014).Make it stick: the science of successful learning.Harvard University Press.

Darby, F., Lang, J.M. (2019).Small Teaching Online: Applying Learning Science in Online Classes. Jossey-Bass

Dweck, C. (2008).Mindsets and math/science achievement. Carnegie Foundation.

Dweck, C. S., & Master, A. (2008). “Self-theories motivate self-regulated learning”. In Schunk, D. H. Zimmerman, B. J. (Eds.),Motivation and self-regulated learning: Theory, research, and applications(pp. 31–51). Taylor & Francis.

Felder, R. M., & Brent, R. (1996). Navigating the bumpy road to student-centered instruction.College teaching,44(2), 43-47.

Freeman, S., O’Connor, E., Parks, J. W., Cunningham, M., Hurley, D., Haka, D., Dirks, C. & Wenderoth, M. P. (2007). Prescribed active learning increases performance in introductory biology.CBE—Life Sciences Education,6(2), 132-139.

Greening, T. (1998) Scaffolding for Success in Problem-Based Learning,Medical Education Online, 3(1), 4297

Handelsman, J., Miller, S., & Pfund, C. (2007).Scientific teaching. Macmillan.

Hmelo-Silver, C. E., Duncan, R. G., & Chinn, C. A. (2007). Scaffolding and achievement in problem-based and inquiry learning: a response to Kirschner, Sweller, and Clark 2006.Educational psychologist,42(2), 99-107.

Huber, M. (2013).What is the Scholarship of Teaching and Learning?Stanford Teaching Commons. Retrieved on 6/11/2020 from

LaForce, M., Noble, E., & Blackwell, C. (2017). Problem-based learning (PBL) and student interest in STEM careers: The roles of motivation and ability beliefs.Education Sciences,7(4), 92.

Lai, E.R. (2011). Metacognition: A Literature Review.Pearson’s Research Reports.Retrieved on 6/11/2020 from

Jamieson, A. (2017). “Object-based learning: A new way of teaching arts west.”University of Melbourne Collections 20(June).

Krathwohl, D. (2002). A revision of Bloom’s taxonomy: An overview.Theory Into Practice, 41(4), 212-218.

Kolb, D. A. (1984).Experiential learning: Experience as the source of learning and development.Prentice-Hall.

Landson-Billings, G. (2006). “Yes, but how do we do it? Practicing culturally relevant pedagogy.”White teachers/Diverse classrooms: A guide to building inclusive schools, promoting high expectations, and eliminating racism, p. 29-41 Stylus Publishing.

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Maehr, M.L. & Meyer, H.A. (1997). “Understanding motivation and schooling: Where we’ve been, where we are, and where we need to go.”Educational Psychology Review,9(4) 358-375.

Mayer, R.E. & Moreno, R. (2003) Nine Ways to Reduce Cognitive Load in Multimedia Learning,Educational Psychologist, 38(1), 43-52.

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Schnotz, W., & Kürschner, C. (2007). A reconsideration of cognitive load theory.Educational psychology review, 19(4), 469-508.

Smith, B. (2015).Mentoring at-risk students through the hidden curriculum of higher education.Lexington Books.

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What are the 5 pedagogical approaches? ›

The five major approaches are Constructivist, Collaborative, Integrative, Reflective and Inquiry Based Learning ( 2C-2I-1R ).

What is a glossary in teaching? ›

A glossary is an alphabetical list of specialised or technical words, terms or abbreviations and their definitions, usually related to a specific discipline or field of knowledge.

What are the 5 pedagogical approaches UK? ›

These five curriculum areas are: practical life, sensorial, mathematics, language, and culture. Practitioners play a crucial role in providing the right materials for children to explore at the right point in their development.

What are the 7 domains of knowledge that are important to teachers? ›

The 7 domains are as follows: Domain 1 – Content Knowledge and Pedagogy, Domain 2 – Learning Environment, Domain 3 – Diversity of Learners, Domain 4 – Curriculum and Planning, Domain 5 – Assessment and Reporting, Domain 6 – Community Linkages and Professional Engagement, Domain 7 – Personal Growth and Professional ...

What are the 10 method of teaching? ›

List Of Teaching Methods
  • Teacher-Centered Instruction. ...
  • Small Group Instruction. ...
  • Student-Centered / Constructivist Approach. ...
  • Project-Based Learning. ...
  • Montessori. ...
  • Inquiry-Based Learning. ...
  • Flipped Classroom. ...
  • Cooperative Learning.

What are the types of pedagogy? ›

There are four common forms of pedagogy: social (education as supporting social development), critical (deconstructing normative perspectives), culturally responsive (encouraging the sharing of diverse backgrounds and experiences) and Socratic (developing intellectual and social skills to live in a democratic society).

What is a glossary example? ›

77. The definition of glossary is a list of words and their meanings. The alphabetical listing of difficult words in the back of a book is an example of a glossary.

What is glossary and its importance? ›

A glossary is a collection of glosses. It contains foreign, rare or complicated terms. It is a list of important terms specific to your company or industry. It contains definitions, abbreviations, SEO key words and different marketing expressions.

What is the purpose of glossary? ›

If a book includes rare, unfamiliar, specialized, or made up words or terms, the glossary serves as a dictionary for the reader to reference throughout their reading of the book. (Note: this section should only contain definitions for specific terms in the book.

What are pedagogical skills in teaching? ›

The pedagogical skills, thus, include the capacity to plan, initiate, lead and develop education and teaching with the departure point in both general and subject-specific knowledge of student learning. Pedagogical skills also include the capacity to connect the teaching to research in the subject of interest.

How is pedagogy different from teaching? ›

What is pedagogy? If teaching is the act of encouraging learning activities through discovery and acquired knowledge, pedagogy is the method of teaching, both as an academic subject or theoretical concept.

What are the 7 philosophy of teaching? ›

These include Essentialism, Perennialism, Progressivism, Social Reconstructionism, Existentialism, Behaviorism, Constructivism, Conservatism, and Humanism. Essentialism and Perennialism are the two types of teacher-centered philosophies of education.

What are the main branches of pedagogy? ›

The different pedagogical approaches could be broken down into four categories: behaviourism, constructivism, social constructivism, and liberationist.
  • Behaviourism. A behaviourist pedagogy uses the theory of behaviourism to inform its approach. ...
  • Constructivism. ...
  • Social constructivism. ...
  • Liberationism.
10 Dec 2018

What are the 4 types of teaching styles? ›

5 different teaching styles to use today
  • Lecturer.
  • Demonstrator.
  • Hybrid.
  • Facilitator.
  • Delegator.
29 Jun 2022

What are pedagogical strategies? ›

Generally defined as the theory and practice of teaching, pedagogy refers to the methodology and process of how instructors approach teaching and learning using a specific curriculum with specific goals in mind.

What is the best teaching style? ›

Experiential learning is a great teaching method because it encourages creativity, helps students learn from mistakes, fosters reflective thinking, and prepares students for future experiences. It can be effective for several subjects, especially during science experiments, sports coaching, and group projects.

What is the role of pedagogy in teaching? ›

The main aim of pedagogy is to build on previous learning of the students and work on the development of skills and attitudes of the learners. Pedagogy enables the students to get a thorough understanding of the subject and helps them in applying those learning in their daily lives outside of the classroom.

What are the main features of pedagogy? ›

Specifically, these five steps include: preparation, presentation, association, generalization, and application. Herbart suggests that pedagogy relates to having assumptions as an educator and a specific set of abilities with a deliberate end goal in mind.

What is the importance of pedagogy? ›

Pedagogy is important because it gives teachers an insight into the best practices for a classroom setting. It allows them to understand how different students learn so they can tailor their lesson to suit these needs. As a result, this will improve the quality of their teaching as it will be well received by students.

What is the glossary of terms? ›

A glossary or “glossary of terms” is a collection of words pertaining to a specific topic. In your thesis or dissertation, it's a list of all terms you used that may not immediately be obvious to your reader.

How do you write a glossary example? ›

The basic format for a glossary is a list of words in alphabetical order, each with a definition that explains what it means. Each definition you write should: Set out the meaning of the term using the simplest language possible. Keep your audience in mind here again so you can tailor the terminology used.

What should be included in a glossary of terms? ›

A glossary is an alphabetical list of words, phrases, and abbreviations with their definitions. Glossaries are most appropriate when the words, phrases, and abbreviations used within the content relate to a specific discipline or technology area. A glossary can also provide the pronunciation of a word or phrase.

What are the benefits of a glossary? ›

While especially critical for technical translations and marketing content, a glossary lays the foundation for consistent, high-quality translations of any kind. Ultimately, a glossary not only saves you time and money, it also helps ensure your brand's success across languages and cultures.

How should you use a glossary? ›

"Use a glossary if your report contains more than five or six technical terms that may not be understood by all audience members. If fewer than five terms need defining, place them in the report introduction as working definitions, or use footnote definitions. If you use a separate glossary, announce its location."

How do you make a glossary? ›

To write a glossary, you will first need to identify the terms in your main text that need to be in the glossary. Then, you can create definitions for these terms and make sure the formatting of the glossary is correct so it is polished and easy to read.

Where does the word glossary come from? ›

From Middle English glosarie, from Latin glossārium, from Ancient Greek γλῶσσα (glôssa, “tongue”).

Where can I find a glossary? ›

The glossary is often found at the end of a book or article and is usually in alphabetical order. A glossary can also come at the end of a chapter or even in footnotes.

How is the glossary organized? ›

Where is the Glossary in a book? The glossary of a book is an alphabetically organized list of terms located at the end of a book.

› glossary ›

Define glossary. Glossary as a noun means A list of often difficult or specialized words with their definitions, often placed at the back of a book..
Glossary definition, a list of terms in a special subject, field, or area of usage, with accompanying definitions. See more.
A glossary is a dictionary of terms specific to a certain subject. A biology textbook might have a glossary in the back, so you can quickly look up all those te...

What are the 5 pedagogical approaches PPT? ›

Section 5 (e) RA 10533 “The curriculum shall use pedagogical approaches such as constructivism, inquiry- based, reflective, collaborative, and integrative.”

What is the best pedagogical approach? ›

One of the most powerful pedagogical approaches in the classroom is when the teacher becomes a mentor or coach who helps students achieve the learning goal. Using this strategy, the students can also work together and think, pair, share—using collective skills and expertise to accomplish learning tasks.

What is a pedagogical approach? ›

Pedagogy refers to the method and practices of a teacher. It's how they approach their teaching style, and relates to the different theories they use, how they give feedback, and the assessments they set. When people refer to the pedagogy of teaching, it means how the teacher delivers the curriculum to the class.

What are pedagogical strategies in teaching? ›

Generally defined as the theory and practice of teaching, pedagogy refers to the methodology and process of how instructors approach teaching and learning using a specific curriculum with specific goals in mind.

What is another word for pedagogy? ›

Pedagogy is another word for education, the profession and science of teaching.

What is the difference between pedagogy and teaching? ›

What is pedagogy? If teaching is the act of encouraging learning activities through discovery and acquired knowledge, pedagogy is the method of teaching, both as an academic subject or theoretical concept.

What is the purpose of pedagogy? ›

The main aim of pedagogy is to build on previous learning of the students and work on the development of skills and attitudes of the learners. Pedagogy enables the students to get a thorough understanding of the subject and helps them in applying those learning in their daily lives outside of the classroom.

What are the main features of pedagogy? ›

Specifically, these five steps include: preparation, presentation, association, generalization, and application. Herbart suggests that pedagogy relates to having assumptions as an educator and a specific set of abilities with a deliberate end goal in mind.

What are the characteristics of pedagogy? ›

The three characteristics of pedagogy are educational principles and practices, psychological approaches to learning, and high-order thinking skills.

What are the main branches of pedagogy? ›

The different pedagogical approaches could be broken down into four categories: behaviourism, constructivism, social constructivism, and liberationist.
  • Behaviourism. A behaviourist pedagogy uses the theory of behaviourism to inform its approach. ...
  • Constructivism. ...
  • Social constructivism. ...
  • Liberationism.
10 Dec 2018

Who is called Father of pedagogy? ›

Downs. 147 p.

What are pedagogical activities? ›

Pedagogy is the combination of teaching methods (what instructors do), learning activities (what instructors ask their students to do), and learning assessments (the assignments, projects, or tasks that measure student learning).


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