Please read the question

Question: What is pedagogy and how does it relate to the idea of an "art and science of teaching"?

scheme on which my learning about the sun and shadows occurred. I have always remembered the distance of the sun from the Earth and that when the sun is overhead, around noon, my shadow is the shortest.

What does Donald Quinn mean when he speaks of different needs? As you consider a teaching career, you will frequently hear the terms pedagogy and instruction. These terms are part of the language of the profession, what edTPA refers to as academic language." This chapter will examine their meanings in the context of teaching and learning. In this chapter, we also examine the meaning of teaching and learning through an exploration of learning theories. Currently, the field of neuroscience-the study of the structure, function, development, and physiology of the brain and the nervous system-is at the forefront of understanding how people perceive and interact with the external world. Other important approaches have also contributed to the way educators think about learning today. We will explore what we teachthe school's curriculum-as well as how the content of a school's curriculum is shaped by not only national standards but also by states, local school districts, local school boards, school curriculum committees, and teachers themselves. Pedagogy and Instruction In Chapter 2, we discussed how who we are comes to bear on what we do with our students and how we engage them in learning. In fact, who we are has everything to do with how we teach. Pedagogy is commonly thought of today as the art or science of being a teacher. I like to think of this modern interpretation as the art and art? It is a personal creative expression of oneself. I am reminded of the French philosopher and science of being a teacher. What makes pedagogy an essayist Joseph Joubert (17541824, 2005), who said, To teach is to learn something twice." As a teacher, you explore ways to create a lesson that will help your students understand something you already understand; this is like learning the concept again! Yet pedagogy is more than an art. It is also a science because it relies on careful observations of (1) students' dispositions, (2) students' prior knowledge, and (3) students' responses to the activities and questions in which they are engaged. Scientists have helped us understand more clearly how students learn and how we can best promote that learning. Cognitive and transformed as we learn something. How then does instruction differ from pedagogy?science is a multidisciplinary field that focuses on how information is represented, processed, In formal terms, pedagogy can be thought of as the belief system and the orientation that you bring to your instructional practice. Instruction emerges from pedagogy on a daily basis. It is the subtext beneath the instruction you provide in your classroom. For example, if you believe that you need to understand students' ideas and beliefs to help them gain new understanding, then that is part of your pedagogy. Your instructional decisions will emerge from that pedagogy. As teachers gain new ideas about how people learn, their pedagogical stance can shift in response to those ideas. People often use the terms instructional methods and pedagogy interchangeably, but understanding the difference helps teachers reflect on their practice. Pedagogy is the personal teaching philosophy that gets expressed through instructional practice. It informs all the methods of instruction and decision making in the classroom. Keeping the meaning of the terms separate is important because it reminds us to revisit our personal teaching philosophy every time we plan for instruction. Many special subject area teachers-such as math, science, social studies, language arts, and foreign-language teachers-believe that they need solely to be experts in their particular areas. However, even if you are a subject area expert, becoming an expert teacher in your subject area requires special professional understanding. Teachers must integrate, transform, and represent subject matter knowledge in ways that are understandable to students (Toh, Ho, Chew, & Riley, 2003). This special type of knowledge is referred to as pedagogical content knowledge (PCK). Being subject specific, PCK refers to the ways particular subject matter material is best represented and communicated to make it accessible to students (Shulman, 1987, p. 4). pedagogy The art and and believe about teaching.science of teaching; all that you know instruction The act or process of teaching; the way your pedagogy becomes enacted in practice. personal teaching philosophy An individual's own pedagogy informed by his or her own beliefs and understanding of how students learn best. A teacher's personal philosophy outs itself through the instructional strategies employed with the students. pedagogical content knowledge (PCK) The understanding of how particular topics, problems, or issues can be adapted and presented to match the diverse interests and abilities of learners. Probably the most important description of teaching and learning is that it is an exchange of ideas, a constant flow between you and your students that helps them further clarify their thinking. Making new knowledge your own is really complex, and neuroscientists are providing new insights into how that happens in the brain. For example, prior knowledge is important, it is the "hook that a new idea latches onto. Sometimes, that new idea gets expressed using academic language, which is somewhat different from everyday language. Academic language is the vocabulary words of the discipline that students need to learn and use to participate and engage in meaningful ways in the content area. It includes the oral, visual, and written language used for academic purposes. It represents the means by which students develop and express content understandings. For studying how to become an effective teacher, the academic language of the profession may include terms like pedagogy, instruction, curriculum, pedagogical content knowledge, teaching philosophy, learning theories, assessment, rubrics, and many more. As we continue in this chapter, other terms will be useful for you. You will also need to consider the academic language of your future classroom, which depends on your subject, grade level, knowledge of the field, and how best to teach it. Learning and Teaching A teacher's purpose is not to create students in his (or her] own image, but to develop students who can create their own image. - Anonymous This quote refers to the need for teachers to help students build ideas for themselves. They can offer opportunities for students to work iteratively? on big concepts; the students can address those concepts over time until they can construct those concepts for themselves. One example is how understanding that the order of the digits in a number tells you the value of the digits. Place value is a huge idea! Students cannot understand place value by having it explained, but when they have the opportunity to exchange bundles of units and bundle the bundles and then represent the bundles in some numerical form, then they can come to make sense of numbers. Representing numbers as numerals is part of the convention we establish. We talk in code to one another, and students need to reinvent that code for themselves. Then the ones, tens, and hundreds columns have meaning, and the number really represents a quantity. 1 Iteratively means repeatedly, on multiple occasions. This may seem like a radical idea-that individual students need to reinvent a basic operation we use for arithmetic. But think about what happens if students learn only the mechanical processes of mathematics. When young children are adding numbers, they can learn to carry a 1" from one column to the next, but if they do not get the meaning of this procedure, they will have only a shallow and fragile understanding of what they are doing. Later on in their mathematical education, they will likely get confused because they do not fully grasp what is happening interview with Dr. Jacqueline Grennon Brooks, 2005). Education is far broader than just schooling. All the experiences students have at home, on the playground, and in the environments of their lives bear on how they learn. The students' interests, sensibilities, and daily practices all contribute to their mental schemes. That is why the environment is so desperately important to learning. In an inner-city New York school, one teacher takes her low-income students on sidewalk field trips to neighborhood places that her students never see (e.g., the subway, the neighborhood market, a municipal parking garage, local parking meters, and an auto repair shop). The teacher situates second-grade math students around the parking meters and generates a list of vocabulary words based on their excursions. Students in this second-grade class get experiential exposure that, coupled with the formal classroom, gives context and meaning to learning (Winerip, 2012). We base our practices of teaching on learning theories. The emerging relationship between neuroscience and teaching informs our pedagogy and helps us to guide instruction with meaningful context. The more we learn about how the brain works, the more we realize that the way our mind works is dependent on how the neurons in our brain are fired, and that is dependent on the context created for learning. Actively engaged students have more neurons firing, allowing them to use more parts of the brain, connect with prior knowledge, and build on what they already know. John Dewey's progressive era had the right idea when it encouraged the active participation of students in their own learning. This simple story illustrates that type of engagement in the course of a simple lesson: "My teacher, Ms. Schultz, walked us outside our large brick building in an urban area into the schoolyard and asked us to feel the sun's warmth. It was an autumn day and the air was cool, but the sun felt warm against our faces. Then she asked us to move about and explore our shadows. Something Ms. Schultz said in the midst of this experience has stayed with me forever: 'Isn't it amazing, girls and boys, that this sun is 93 million miles away and it still has the power to warm us up?' I remember thinking that the sun must be very, very hot if, after traveling all those miles, it still warmed my skin. I have thought about the sun in that way ever since. On the next sunny day, we returned early to the schoolyard and explored our shadows again, noticing how their length changed with the time of day. Experiencing the sunlight in the context of learning about shadows made a big difference to me. I was taken with how different the size of my shadow was at noon, compared with early morning. Experiencing myself in space, responding to the sun's warmth on my body, joining with my classmates in measuring our shadows-all these activities created a mental