H23-03-139

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1 Pedagogy In Higher Education Student Affiliation Course Professor Date

2 Pedagogy In Higher Education There are numerous similarities and differences between the education systems of the United Kingdom and my homeland China. For example, both countries believe that independent learning significantly enhances challenging methods as educational pillars. Moreover, they both emphasize acquiring a more profound understanding across various subjects using diverse evaluations such as assignments and tests. Nonetheless, there exist differences between the two countries; for instance, my country's educational framework centers deeply on monotonous learning and committing to memory facts. Conversely, in the United Kingdom's schooling system, students are urged to engage actively with their material and aim for comprehension beyond surface-level understanding. Similarly, strengthening movable abilities like communication or problem-solving commands more attention in UK education; this contrasts with how we prioritize storing knowledge within our nation's academic programs. Reflecting on my academic path, I realized that I was fortunate to participate in learning within two distinct nations: China and the United Kingdom. As memories resurface from these times, it becomes clear that while certain parallels unite them, unique distinctions differentiate each experience. In this reflective writing, I will explore pedagogy and learning theories employed during classroom sessions, the kind of activities we indulged in, and feedback from the teacher's end for performance evaluation purposes, not overlooking assessment challenges presented by either side of the educational system. Background The chance to pursue my studies overseas has presented me with the helpful view of evaluating and comparing contrasting education models present in both my native land, China, and the

3 United Kingdom. I have learned different teaching methods through various classroom activities, which helped shape my learning process. My experiences from both countries gave rise to a deeper understanding of diverse pedagogical practices employed by educational institutions worldwide, leading me towards self-reflection as it enabled me to determine an effective approach for myself when studying. Different Types of Pedagogy and the Underpinning Learning Theories Behaviorism Theory The study of behaviorism concentrates on the function of environmental signs in forming actions. Based on this theory, conduct is acquired through reinforcement methods which can either be affirmative or unfavorable (Pritchard, 2013). When an action leads to a prize, it is known as a positive endorsement, while negative support happens when feedback causes undesirable stimuli evasion. Introducing joblessness into education also forms one fundamental principle of behaviorism theories teachings. The permanent impact of behaviorism on shaping and guiding the UK's National Curriculum, specifically during its emerging educational phases, cannot be disregarded. Teachers are prompted to employ diverse teaching techniques such as repetition, drills, and habit learning to instill knowledge in their pupils while emphasizing reinforcing good behavior through incentives or discipline. The educational curriculum highlights that learning is achieved more efficiently by repeating content numerous times rather than merely presenting it once. This can harm students who do not fully grasp the subject matter as others do effortlessly. Behaviorism has greatly impacted education in China, highlighting the significance of discipline and hard work. Students often engage in memorization through constant repetition and habit learning methodologies. A strong emphasis on testing and grades is essential in serving

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4 positive reinforcement for high performers while acting negatively toward those who fare poorly during assessments or evaluations. Humanistic Approach In education, the humanistic approach values individuality and stresses that teaching should be customized to suit each student's requirements. This method suggests that students will learn best when allowed to explore their interests and passions without limitations (Schunk, 2012). Additionally, it underlines the significance of fostering a constructive learning environment where pupils feel respected and appreciated. Within the UK, there has been a significant impact made by the humanistic approach towards developing progressive education. The ideology of this movement emphasizes how vital it is to have interactive learning experiences that help promote inventiveness and self-articulation among students while emphasizing conducting experiments over theoretical knowledge (Schunk, 2012). It has encouraged me to use diverse teaching techniques, such as project-based learning or experiential course material, alongside inquiry-oriented approaches in classrooms while effectively addressing pupils' needs to enhance all-around development successfully. The way education is carried out in China does not involve many humanistic aspects, which are usually considered. Rather, conformity and obedience have been given more importance over the years. Despite this pattern, some schools have started to follow a more humane approach lately - especially while teaching younger students- with certain institutions including interactive learning options and methods that prioritize the students' development in their study plans.

5 Constructivist Theory The theory of constructivism prioritizes the value of interactive learning and acknowledges learners as key contributors to their comprehension. The policy suggests that acquiring knowledge involves my active participation in students' surroundings, with students crafting personal meaning through self-examination guided by peer interaction (Hunt & Chalmers, 2012). The emergence of constructivism within the boundaries of the United Kingdom has paved a path for an impactful role it plays in devising inquiry-based learning methodologies. Rather than relying on teachers to be authoritative sources of information, this movement emphasizes student-led discovery and exploration with facilitation from teachers as opposed to spoon-feeding knowledge (Hunt & Chalmers, 2012). It is recommended that educators utilize diverse approaches, such as a problem or project-based techniques, alongside collaborative efforts when educating their pupils. Constructivism has made its mark in China, especially regarding early childhood education. The Chinese educational system places great importance on fostering creativity and originality. I have learned that I am more motivated to implement various pedagogical approaches, such as utilizing games for learning purposes or inquiry-based projects that foster curiosity. Social Learning Theory The social learning theory highlights the significance of socializing in the education process. This particular approach believes that individuals acquire knowledge and expertise through observing, mimicking, and communicating with others (Wenger, 2009). Moreover, it highlights how modeling and constructive criticism are vital during this educational journey.

6 The kingdom of social learning has considerably influenced the advancement and prevalence of cooperative learning. This movement regards working in agreement as vital when tackling problems or achieving aims. Instructors are urged to foster scenarios that promote group undertakings (Wenger, 2009). At the same time, learners are motivated to observe one another's approaches and offer productive feedback to gain knowledge from each other effectively. Social learning theory has exercised a significant influence on Confucian education in China. The emphasis lies heavily on acquiring knowledge from respected elders and those who hold positions of authority while placing extensive regard on respecting tradition and hierarchy. Preceptors are commonly regarded as mentors to be emulated for their wisdom, with students expected to learn through careful observation and mimicry rather than instruction alone. Connectivism Theory The theory of Connectivism prioritizes the significance of learning in a digitally interconnected world. It emphasizes that education involves solitary undertakings, and communal and cultural interactions that transpire while one connects with others using technology to access information. Such an approach emphasizes interdependence, teamwork, and community building as essential aspects of effective knowledge development in contemporary society, where networking is universal across disciplines (Pritchard, 2009). Connectivism has significantly impacted the digital learning movement in the UK. This trend emphasized utilizing technology to facilitate better education outcomes and encouraged me to establish online forums where learners can communicate, pool ideas, and obtain information easily. Moreover, they are urged towards incorporating different sorts of gadgets that advance studying, such as social media applications or educational help, into their regime for enhanced results.

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7 China has been significantly impacted by the ideology of Connectivism, especially concerning digital learning. The Chinese administration has devoted considerable resources to creating online learning courses and materials; as a result, numerous students from the nation have enrolled themselves in internet-based programs and degrees. Despite this trend gaining popularity among learners nationwide, there are some reservations about whether it is as helpful as classroom-centered instruction, according to certain skeptics who argue against such platforms' effectiveness (Schunk, 2007). In a nutshell, an abundance of didactic approaches is utilized by both Great Britain and China. Each method has its distinct ideologies informing it. The behaviorism technique highlights reinforcement's significance in shaping conduct; on the other hand, humanistic approaches emphasize individualized learning scenes with an affirmative environment to learn comfortably. Constructivism prioritizes active involvement from students and exploration led by them, while social learning theory puts forward feedback & collaborations as crucial aspects of effective comprehension methodology. Lastly, connectivism underlines networking structure through technology utilization to facilitate better knowledge acquisition for learners. Understanding various teaching methodologies will help me offer exciting yet informative lessons to my students more effectively than before. Types of activities used Concerning these activities, there are many ways in which teachers may respond. One way is that they can carefully consider their objectives and the student's unique requirements, ultimately selecting an approach best suited for the situation. An instance of this can be seen within United Kingdom schools, where educators supply the resources necessary for project- based learning while allowing the students to guide themselves while handling specific projects. On the contrary, China's educators lean towards providing knowledge through lectures followed

8 by motivating discussions meant to encourage critical thinking skills amongst learners (Schunk, 2017). Educators must thoughtfully reflect on their objectives and students' requirements regardless of the classroom activity undertaken. They should then adapt accordingly to promote learning and development in pupils. Discussions To further the understanding of the concepts at hand, I incorporated deliberation exercises for my students, where they could generate their thoughts and viewpoints before exchanging them with peers in class. This approach assisted greatly in prompting a more elaborate reflection on subject matters and an appreciation of diverse learners' perspectives. Reflective activities These pursuits empower students to examine their academic coursework and its practical applications thoroughly. This encourages them to consider the information they have gained and ponder how it can be implemented in diverse scenarios that may arise down the road. Such an approach is essential, as it helps individuals translate their education into real-world situations of utmost importance by training them in vital competencies. Experimental learning As an educator, I motivated my pupils to engage in hands-on experiential learning ventures. These undertakings were precisely crafted to help students apply academic theories to practical situations. Examples included trips outside school premises and drama performances that granted learners a firsthand experience tackling coursework topics. To keep my students captivated, I employ diverse techniques during my teaching sessions. One effective method is using simulations and role-playing exercises to enhance comprehension of complex concepts. In such drills, learners are presented with various

9 hypothetical situations - demanding that they make tough decisions and reflect critically on potential outcomes. This approach enables students to develop the intellectual fortitude necessary to confront dilemmas realistically. Additionally, it is beneficial to present case studies and challenging problem-solving activities wherever possible, prompting deep analysis and critique of a given topic in my students' learning curriculum. The knowledge and insights gained from these pursuits will significantly contribute to shaping my future approaches in several facets. A clearer understanding of how students interpret the subject material would enable me to tailor strategies that cater more adeptly to their needs. Furthermore, insight into how learners apply their comprehension can furnish opportunities for them to hone their skills toward a more nuanced level of proficiency. Lastly, comprehending each student's individual learning style preferences and inclinations warrants greater customization and refinement of lesson plans. This will help maintain a high degree of intellectual vigor and enthusiasm among them. Feedbacks Receiving feedback is a crucial aspect of teaching, as it enables educators to enhance their skills and strategies. According to Donovan et al (2015) When it comes to boosting students' learning even further, feedback has the potential to be the most influential aspect of the assessment cycle. During my various experiences in education, domestically and internationally, I have been fortunate enough to receive constructive feedback from several sources, including students and colleagues. These evaluations proved instrumental when efficiently refining the methods employed throughout lessons. Incorporating insights such as these into one's approach can be incredibly beneficial by providing supportive guidance that cultivates growth on all fronts, showcasing its immense importance within the field of education (Donovan et al., 2015).

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10 During my professional tenure in the United Kingdom, I was given a rare opportunity to acquire constructive criticism from esteemed peers and diligent pupils via multiple mediums. On the one hand, formal platforms were utilized, such as teacher evaluation forms that my esteemed learners filled at each term's end, providing me with diverse objective opinions on how well I executed my classroom duties, which has helped upgrade my lecturing skills over time (Hyland & Hyland, 2001). Noteworthy were the forms that contained colleague-filled reports alongside informal meetings, which greatly aided me in pinpointing areas where modifications could be made towards the betterment of teaching methodologies employed. During my stay in China, once in a while, I was given the opportunity to sit with my students and engage with them on a deeper level. I gathered fascinating insights into their unique cultural perspectives and ways of thinking about the world around us. I was also fortunate enough to participate in student assessment surveys after every term. My students were truthful when providing their opinions on how well they felt that I facilitated lessons- which allowed me to clearly understand what areas needed improvement within myself as an educator. During informal discussions and observations, colleagues also gave feedback that enabled me to understand better where enhancements should be made so that teaching could become more effective overall. The realm of education has graciously given me the invaluable privilege of receiving insightful feedback from esteemed colleagues and erudite learners from diverse nations. Their insights into my teaching style are beneficial in assisting me in improving areas of weakness. The feedback has proven invaluable as it draws attention to potential unidentified shortcomings, allowing further professional development (Nicol, 2010). Simultaneously, the comments received also highlight what strengths can be capitalized upon for a more effective approach

11 when instructing learners, thus creating policies that allow equal growth amongst all students regardless of their background or location around the world. Assessment Assessment of teaching performance is an essential part of teaching, and it can vary significantly between the UK and my home country, China. When evaluating teaching performance in the UK, a comprehensive approach is typically adopted. The method involves using both qualitative and quantitative techniques to ascertain proficiency levels. To assess teaching quality, feedback from students and colleagues is sourced through various channels such as surveys, interviews, or focus groups. At the same time, peer evaluation is based on reviewing lesson plans and assessment materials, among other resources available for training purposes. This process provides an opportunity for administrators to review the classroom environment, including student engagement level, plus considering essential factors like adopted strategies by trainers, which all contribute towards positive outcomes achieved at the end of each term reviewed. Within China, the evaluation of teaching is predominantly reliant on metrics. Typically, scholars are evaluated according to their student's performance assessed through tests and examinations to measure an instructor's efficacy. Tests serve as a benchmark for determining students' knowledge acquisition and real-world application capabilities, while exams reflect mastery of specific subject matter and overall comprehension. Instructors' classroom management skills and motivational tactics are also considered when appraising class results and providing concise instructions that resonate positively within pupils' psyches. An approach that worked best for me

12 Through my years of experience in education, I have found that combining traditional and contemporary pedagogical methodologies is the most efficient and yields maximum results. From my engagements with academics, traditional techniques such as classroom seminars create a fundamental framework for students to grasp key concepts adequately. Not only does this style enhance their comprehension level, but it also supports further exploration into new territories in any given topic. While exploring the pedagogical landscape, I have learned that modern teaching methodologies, such as virtual classrooms and online courses conducted via internet platforms, can efficaciously submerge students into their curriculum. Uncommonly interactive methods permit learners to research deeper into topics of interest and ask questions at their discretion. Alongside this, online courses offer a more personal educational journey wherein they can prioritize subjects tailored just for them. Throughout my illustrious career as an esteemed teacher, I have had the unique opportunity to impart invaluable knowledge and guidance to a diverse array of eager students from vastly different backgrounds regarding their educational experiences. These students hailed not only from prestigious British academic institutions but also represented various Chinese schools renowned for producing some of the brightest minds on this planet. The chance to educate individuals under unique pedagogical systems has been a fascinating experience that has enriched me personally and professionally with profound insights into diverse teaching methodologies. In Britain, I could utilize conventional instructional techniques, while in China, virtual classrooms and web-based courses were accessible. The two approaches encouraged interactive discussions with my students and supplied them with necessary knowledge sources to enhance their learning experiences."

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13 In my humble judgment, the most efficient avenue toward learning intricacies necessitates a fusion of vintage and avant-garde techniques. Traditional methods like lectures and classroom conversations can foster an understanding of vital concepts. In contrast, modern ones, such as online courses, allow students to interact with learning materials at their speed. Furthermore, I am convinced that utilizing both varieties ensures that each scholar's educational experience is custom-tailored toward them. Conclusion As a teacher who has taught in the United Kingdom and China, my experience was characterized by similarities and differences. Although each country employs unique teaching methods, I have gained valuable skills and knowledge to benefit future academic pursuits and career pathways. The UK prioritizes self-directed education emphasizing critical thinking, allowing me to cultivate analytical abilities while learning to solve independently. On the other hand, group projects were central to Chinese curriculums, allowing me to develop communication aptitudes through teamwork exercises. There are diverse factors contributing towards effective pedagogy, including; individual motivation levels, study habits endeavored upon by students alongside their chosen educational environment, plus preferred learning styles themselves, which can play a part also requiring consideration when structuring today's syllabus. Thus, appraising what approaches work bests depends significantly upon the personal preferences of differing individuals. Therefore, it is essential to explore numerous options comprehensively, so students receive personalized attention.

14 References Hunt, L., & Chalmers, D. (Eds.). (2012). University teaching in focus: A learning-centred approach. London: Routledge. CHAPTER 1 Hyland, F., & Hyland, K. (2001). Sugaring the pill: Praise and criticism in written feedback. Journal of second language writing , 10(3), 185-212. Nicol, D. (2010). From monologue to dialogue: improving written feedback processes in mass higher education . Assessment & Evaluation in Higher Education, 35(5), 501-517. O’Donovan, B., Rust, C., & Price, M. (2015). A scholarly approach to solving the feedback dilemma in practice. Assessment & Evaluation in Higher Education , 1-12. Pritchard, A. (2009) Ways of Learning (2nd Edition), London & New York: Routledge. p.18- 20 and pp. 24-25

15 Pritchard, A. (2013). Ways of learning: Learning theories and learning styles in the classroom. Routledge. Chapter 2 Schunk, D.H. (2007) Learning Theories: An Educational Perspective (5th Edition), Pearson. pp.274-275 Schunk, D.H. (2012) Learning Theories. An Educational Perspective . (Sixth Edition). London: Pearson Part of Chapter 9 pp. 366-372 Smith, M. K. (1996). Reflection, learning and education. Infed. Retrieved 1 October 2020 Smith, M. K. (2011). Donald Schön: learning, reflection and change. The encyclopedia of pedagogy and informal education Retrieved 1 October 2020 Wenger, E. (2009). A social theory of learning. In K. Illeris (Ed.), Contemporary Theories of Learning: Learning theorists. in their own words (pp. 209-218). Abingdon: Routledge.

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