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Effective pedagogy for agricultural and horticultural science

This section considers how teachers, by the way they go about their teaching, can most effectively promote student learning in agricultural and horticultural science. It starts with high expectations.

Commitment to students and their thinking

Teachers who have high expectations of their students focus on positive social and academic outcomes and commit to teaching that takes their students’ thinking seriously. This commitment is underpinned by:

  • the conviction that all students have the capacity to become powerful learners
  • a commitment to give all students full access to suitable practical and theoretical learning experiences
  • a determination to empower all students to develop knowledge, skills, and problem-solving capabilities
  • care for the holistic development of students enabled to participate effectively as informed citizens
  • recognition of the importance of relationships and the connectedness of both people and ideas
  • interpersonal respect and sensitivity
  • fairness and consistency.

Adapted from Effective pedagogy in Mathematics/Pāngarau: Best evidence synthesis iteration [BES] (page 21)

Principles of effective pedagogy

The following principles of effective pedagogy come from The New Zealand Curriculum. In each case, they are illustrated by examples from agricultural and horticultural science and/or science contexts.

Last updated August 2, 2012