these documents clearly show us 3 pedagogical approaches: mimesis, synthesis and reflexivity. If I had to choose one, I would choose synthesis. Because today, we notice that children have other centres of interest that differ according to their age, their environment and their culture. using their passion to teach them academic concepts would be the best part of the learning process.
This course is a good way of making us aware of the diversity of approaches and what could be done better.

• Kasse Wognin

It so nice that we can learn new learning strategies here in coursera. In just one click, there are new thing we get toknow. And one of the topics I liked the most is about the Modern Past, as I understand. New genereations need more technologicval advancement and must focus on the students learning development but as well as the past style.

• Ma. Jinelle Vargas

It is extrenmely interesting and useful to study material through real life experience. For example, I was so interested in Churchil's experience in Education.

• Raigul Zheldibayeva

It is extrenmely interesting and useful to study material through real life experience. For example, I was so interested in Churchil's experience in Education.

• Raigul Zheldibayeva

This document is useful for me in comparing learning and teaching methods to choose the appropriate option for each specific situation.

• Bui Nhi

Sarvar Rustamov
This invites them to become more invested in their learning opportunities, the goals they work towards and the activities they pursue in getting there. Learners can then begin to direct their own learning.

It builds stronger connections between learning experiences:

Reflective learning is a way of allowing learners to step back from their learning experience, helping them to develop critical thinking skills and, improve on future performance by analysing what they have learned and how far they have come.

Learning-by-thinking enables learners to connect previous learning experiences together. By processing this information, learners can then better understand where certain activities have aided specific skills or, helped them better understand a concept.

• Sarvar Rustamov

Comment: Mention a stand-out idea, or new thought prompted by this material.

Transformative education’s goal is to transform a student’s life and condition. When reading the article “Inside Pakistan’s Madrasas”, the goal of transformative education was very evident. Young girls who were not permitted to go outside their homes, and to even attend school that is just a few steps away from their homes were given the chance to enter a seminary where they were educated. After these girls graduated, their goals shifted. Some even wanted to make their own “Madrasas” or seminaries to teach other kids what they have learned. The education that they have received enlightened them and changed their plans for their future. Having an educational system that would positively change a student’s life condition should be a goal of every institution there is. Governments should see to it that public schools are able to provide a curriculum where every student would be given the chance to better their living condition.

• Jessica Marie Bayeng

Today, thanks to internet technology, any content can be searched very quickly, it also connects teachers and learners in the fastest way, anytime and anywhere. As a result, teaching and learning becomes easier and more practical.
https://www.coursera.org/learn/newlearning/discussions/all/threads/z6LmI7Z9Ee2TGRJeZ1mA3Q/replies/HSA12sZAEe2f_gpjj07RGQ?answerId=HSA12sZAEe2f_gpjj07RGQ

• Khoa Cao đăng

Reflexive pedagogy.
Pedagogy is series of activities consciously designed to promote learning – the creation of knowledge and the development of a generalised capacity to make knowledge.
Reflexive pedagogy is a more varied and open-ended process of knowledge making, moving backwards and forwards between different ways of making knowledge or knowledge processes. It is a to-and-fro dialogue between learners and teachers, peers, parents, experts and critical friends. The main characteristic of a reflexive pedagogy is position the learner as the knowledge creator. The ‘answers’ are not necessarily pre-determined – the ‘answer’ in the textbook or the teacher’s head. Reflexive knowledge making links personal and local experience to more general bodies of human knowledge, such as biology or history.
A reflexive curriculum will allow alternative knowledge pathways to achieve social goals that, if not necessarily the same for every learner, are comparable from one learner to the next. Chapter 12 no longer has to follow Chapter 11. Reflexive curriculum allows greater scope for teacher–learner negotiation of navigational choices at appropriate points. ‘You’ve completed this,’ the teacher may say to an individual learner or a group of learners ‘so where would you like to take this next? Here are some suggestions and advice from me.’ In this way, curriculum becomes a negotiated process of co-design. It is a dialogue between teacher-expert and learner-novice.
This may be an ideally open setup, though never without its challenges in practice. The constraints of standards and curriculum may restrict the range of realistic choices. Here, it comes down to questions of what should be taught, and what can learners be allowed to choose or should students be offered a broader range of curriculum choices according to their needs and interests?
Perhaps, however, it may be possible to create alternative paths to comparable or equivalent knowledge and social ends. Comparable may not mean the same knowledge content. But to be equitable it does have to mean that the social usefulness of the learning is comparable – its capacity to open opportunities for well-paid work, to participate in civic life and to develop in everyday community life in ways that are different but equivalent to others. The outcomes of learning do not have to be the same to be equal. They do, however, need to be comparable.
Link
https://newlearningonline.com/new-learning/chapter-8/reflexivity-towards-new-learning

• Hieu Tran Thi

Imitate, combine and reflect are the words I used to define the three: Mimesis, synthesis and reflectivity. The combination of these three is the patterns of pedagogy.

• Arnalyn Tanay