Elementary Pedagogical Model

This pedagogical model comparison project will center round elementary literacy, which includes pre-kindergarten through fifth grade. Pedagogy, as defined by Watson and Wildy (2014), is the “set of instructional techniques and strategies which enable learning to take place and provide opportunities for the acquisition of knowledge, skills, attitudes, and dispositions” (p. 83). It is important to recognize that literacy acquisition in the early elementary grades focuses on children learning the foundational skills required to engage meaningfully with text. Watson & Wildy (2014) suggest, “A variety of pedagogical methods are employed by early childhood (EC) educators to maximize learning opportunities” (p. 83). Most literacy instruction during
52). Teachers must be open to considering the child’s interests, allowing these interests guide the activities in the classroom, and providing access to tasks that will challenge learners to continue to grow and develop. Crain (2003) states, “If the child is enthusiastic about learning, she works at it very hard” (p. 12). By increasing student engagement, teachers will be providing students the opportunity to become a self-directed learner who strives to make connections and develop a deep understanding of the content. Student-centered education includes increased motivation for learning and an overall greater satisfaction with school in general. Çubukcu (2012) explains, “Student-centered teaching provides opportunities to develop students’ skills of transferring knowledge to other situations, triggering retention, and adapting a high motivation for learning” (p.
It outlines four different levels of inquiry including confirmation inquiry, structured inquiry, guided inquiry, and open inquiry. Confirmation inquiry is used to reinforce concepts, introduce procedures, collect and record data, and deepen learning. Structured inquiry occurs when the teacher provides the question and outlines the procedures for the students to follow. Guided inquiry results when the teacher only provides the question and the students take the responsibility for designing their own procedures and communicating their results. Open inquiry is when the students form their own questions, design their own procedures, and communicate their results. The level of inquiry will depend on the comfort level of the teacher in implementing inquiry-based learning, the students’ level of development in devising questions and conducting their own investigation, and the content being