iPASS

iPASS Pedagogy

iPASS uses Guided Discovery which intentionally steps away from a pure didactic learning method to a student-centred approach which conforms to contemporary, best-practice guidance. This simplest way to understand that core difference is like this:

• Didactic Method: Teacher gives students information.
   
• Student-Centred Method: Facilitator asks questions and challenges students to discover information for themselves.  

 

Student-Centred Learning incorporates:

• A variety of learning activities to maintain engagement
• Individual study to form own ideas
• Group activities involving communication and collaboration (to develop essential skills)
• More focus on Formative Assessment rather than pure Summative Assessment 

 

Under the Guided Discovery method Students are referred to as Learners because the responsibility for the learning process is largely transferred to the individual - the Leaner.

The Teacher becomes a learning guide, a Facilitator to show the way. In this role the Facilitator does not need to be a subject-matter expert, rather their focus shifts to being a specialist educator to show someone the way. It is up to the individual Learner to engage in the learning process itself.

The Magenta Principles 

iPASS advocates the application of the Magenta Principles. This is a teaching philosophy based upon the premise that learning should be both exciting and engaging.

More specifically, the Magenta Principles is a pedagogy based by the belief that:

1. Learning is the consequence of thinking
   1. Therefore our job is to get them to think.
       
2. Language is central to thinking
   1. Therefore our job is to get them to talk.
       
3. Learning is an active process
   1. Therefore our job is to get them doing.

 

Bloom’s Taxonomy

The iPASS learning cycle broadly aligns with Bloom’s Taxonomy which is a framework that organises learning objectives into a hierarchy of cognitive skills, from basic to complex.

Bloom’s Taxonomy categorises educational goals to help educators plan and assess learning effectively. It focuses on the cognitive domain of learning, encompassing six levels as shown below.

Constructivist Approach

iPASS aligns its learning cycle with Constructivist Theory which believes that learners actively build their own understanding of the world by connecting new information with their existing knowledge and experiences.

Constructivist Theory emphasises that learning is not simply receiving information but is an active process of constructing meaning through reflection, interaction, and exploration.

 

 

The following people have developed and influenced the Constructivist Theory, each contributing their own crucial observations and inputs to create the modern day view of constructivism.

 

John Dewey (1858-1952) 

• Educational View: Dewey was a proponent of progressive education. He believed in learning through experience, problem-solving, and active engagement.
• Pedagogy: Dewey emphasised hands-on learning, democratic classrooms, and connecting education to real-life situations. He advocated for student-centred, inquiry-based approaches.

 

Lev Vygotsky (1896-1934) 

• Educational View: Vygotsky emphasised social interaction and cultural context in learning. He believed that cognitive development occurs through collaboration with others.
• Pedagogy: Vygotsky proposed the concept of the “zone of proximal development”, where learners can achieve more with the guidance of a knowledgeable other (e.g., a teacher or peer). Scaffolding, providing support and gradually withdrawing it, is essential for optimal learning.

 

Jean Piaget (1896-1980) 

• Educational View: Piaget’s cognitive constructivism focused on stages of development. He believed that children actively construct knowledge through interactions with their environment.
• Pedagogy: Piaget emphasised the importance of play, exploration, and discovery. Educators should adapt teaching methods to match the child’s cognitive stage and promote active learning.

 

Jerome Bruner (1915-2016) 

• Educational View: Bruner advocated for a constructivist approach. He believed that learners actively construct knowledge by organising information into meaningful mental structures.
• Pedagogy: Bruner emphasised the importance of “scaffolding” and “spiral curriculum.” Scaffolding involves adjusting teaching to the learner’s level, while a spiral curriculum revisits topics in increasing complexity over time.

 

TPACK Model

iPASS also incorporates elements of the TPACK Model in our educational approach. TPACK stands for Technological Pedagogical Content Knowledge. It is a framework that describes the types of knowledge needed for effective technology integration in education.

TPACK emphasises the interconnectedness of content knowledge, pedagogical knowledge, and technological knowledge, highlighting how these areas must be considered together for the successful successfully delivery of education through the use of technology.

• Content Knowledge: A teacher's understanding of the subject matter being taught.
   
• Pedagogical Knowledge: A teacher's understanding of teaching and learning processes, including various instructional strategies and assessment methods.
   
• Technological Knowledge: A teacher's knowledge and ability to use various technologies for teaching and learning.

 

 

It is the balance and overlap of these 3 knowledge areas (Pedagogy, Content, Technology) that produces the most effective outcomes in modern learning environments.