Eclectic Approach to Pedagogy
Since individual growth is the plumb line for our success, pedagogy and the selection of learning materials is eclectic.
In the process of identifying learning pathways for each child, teachers have the freedom to select the materials that support that pathway. Though mastery objectives may be similar for each child, the means by which a child learns best is an important aspect of how a teacher will select pedagogy and materials. (This is not a reference to teaching according to learning styles, a pedagogical approach which has been consistently debunked).
Identifying Learning Pathways
For example, some learners grasp concepts quickly and they need to spend more time wrestling with content through analysis and synthesis. These learners may need more open-ended assignments which require a strong knowledge base and individual agency which can explore complex tasks. In mathematics, they may need experience solving challenging problems which assume a thorough mastery of basic skills. For vocabulary, these students may require more practice using advanced vocabulary to enrich their essays.
Other learners require a more methodical approach to mastering content and thinking skills. These children may need more direct instruction including a tight feedback loop which provides timely assessment and reassignment while offering the teacher opportunity to encourage and inspire.
Selecting Materials
The selection of materials and/or technology should also be eclectic. If we are interested in the growth of all children, the school cannot lock teachers into a generalized, commercial program for math or writing or reading. The materials and technology must match how children learn. For some children, working methodically through a math textbook, or a vocabulary workbook becomes an excellent way for students to grasp content. For the same student, technology that guides children through a tight scope and sequence of content might be the best way to lead a student toward mastery.
