‘Pedagogy’. A term that conjures mystique and confusion from the moment you have to decide whether to pronounce it with a hard ‘g’ or a soft one! As a teacher, you probably hear it all the time—especially in September—but what is pedagogy, exactly, and why does it matter?

In this article, we’ll explore three key pedagogical approaches that shape classroom practice: constructivism, direct instruction, and enquiry-based learning. We’ll look at the ideas behind each approach, draw on examples of how they work in practice, and consider what they mean for everyday teaching.

What is pedagogy?

Rooted in the ancient Greek for ‘child’ and ‘to lead or guide’, the practitioner of pedagogy in classical times was an enslaved individual who escorted children to school. Thankfully, thinking has since evolved and ‘pedagogy’ now refers to the method and practice of teaching. Both art and science, it is the how of teaching.

We all want to help our students learn as effectively as possible, but what’s the thinking behind our teaching strategies, and what does this mean for our practice?

Three key pedagogical approaches

While there are countless theories of learning, three broad approaches dominate much of educational practice today: constructivism, direct instruction, and enquiry-based learning.

Understanding these pedagogical approaches not only clarifies the theory behind different teaching strategies but also helps us make more intentional choices in the classroom.

A male teacher putting pedagogy into practice as he teaches a group of students in a classroom.

Constructivism

Constructivists view learning as an active process where individuals integrate new information with existing knowledge through interactions with the world. Its most influential theorists include Piaget and Vygotsky.

Piagetian learning involves developing schemas—mental units of organisational information about the world—through interactions with the environment.

A child may have a schema for ‘dog’: a four-legged, furry animal that barks. When new information fits an existing schema, learners experience equilibrium (seeing a poodle, calling it a ‘dog’); when it doesn’t, they experience disequilibrium (seeing a cat, calling it ‘dog’ and being corrected).

Disequilibrium creates opportunity for learning, either through assimilation (applying an existing schema—‘maybe cats are a type of dog’—incorrectly, in this case) or accommodation (creating a new schema or modifying an existing one: ‘not all four-legged, furry animals are dogs, some meow and are cats’).

Piaget inspired child-led learning based on prior knowledge. Vygotsky, meanwhile, highlighted the social nature of learning. His ‘Zone of Proximal Development’ (ZPD) refers to the gap between what a learner can already do independently (e.g. know plants need light and water to grow) and what they can’t do yet, even with help (explain the biochemical steps in photosynthesis).

The ZPD is the sweet spot in which, with guidance from more knowledgeable others, learning can occur. Scaffolding from teachers/peers enables understanding that chlorophyll absorbs light to convert carbon dioxide and water into glucose and oxygen, allowing growth.

Teacher supervising students in the classroom.

In practice:

  • Identify prior knowledge using diagnostic questions to establish existing schemas.
  • Scaffold learning just beyond prior knowledge to enter the ZPD, using familiar models to support assimilation and accommodation, and actively checking for misconceptions.

Direct instruction

Direct instruction is a structured, teacher-led approach that supports the clear delivery of complex content and enhances retention. More recently distilled into Rosenshine’s famous ‘Principles of instruction’, it offers a practical framework for effective teaching.

In practice—an example from a GCSE Biology lesson on Composting:

  • Review prior learning: Quiz on decay factors, enzymes, and surface area to volume ratio (SA:V), ensuring all students understand correct answers before moving on.
  • Present new content in small steps, connecting to prior knowledge: Using an image of a compost heap, ask “What happens to the SA:V when detritivores break down waste?”.
  • Model concepts: Use Lego to show how breaking down waste increases SA:V. Prompt thinking by asking: “What are the implications of this when bacteria and fungi release enzymes onto waste?”.
  • Guide practice with scaffolded examples and check understanding, e.g., using multiple-choice questions and mini whiteboards.
  • Obtain a high success rate before moving to independent practice. This could include introducing extended exam questions.
  • Plan for review to secure long-term retention, e.g., using spaced retrieval practice.
Students participating in a teacher-led activity with mini whiteboards.

Enquiry-based learning

Enquiry-based learning places students in the driving seat, actively engaging them with a focused question. Often billed as the opposite of direct instruction, it still requires careful planning. Here, the teacher is a facilitator of learning. Success depends on posing the right question and scaffolding the journey so that students reach meaningful conclusions.

In practice:

Learning intention: Understand how temperature affects enzyme activity.

  • Pose a focused yet open question aligned with the learning intention:
    • Effective question: “Why do biological reactions speed up with heat, then suddenly stop?”
    • Too broad: “How does temperature affect living things?”
    • Too narrow: “At what temperature does amylase denature?”
  • Help students establish prior knowledge.
  • Encourage the generation of sub-questions to guide enquiry.
  • Promote critical evaluation of sources.
  • Allow time to synthesise findings.
  • Observe student engagement in the enquiry process to inform future planning.
Teacher posing question to students.

Why do pedagogical principles matter?

There is no magic bullet in teaching. As your teaching career progresses, you will see ideas fall in and out of fashion, only to boomerang back a few years later! With constant shifts in what’s considered ‘best practice’, it can be hard to know which approach to take.

That’s why understanding key pedagogical principles matters. By recognising the thinking behind different strategies, we can make more intentional choices—tailoring our teaching to our students, and helping them learn more effectively.

Looking to explore pedagogy in more depth? Visit the PMT Education Teacher Blog for more articles, insights, and practical strategies to support your teaching.

Clare S. headshot.

Clare S.

With nearly two decades of experience in the Biology classroom, Clare is a senior leader specialising in online education. Firm in the belief that every young person can be supported to make progress and be inspired to learn, she is committed to the idea that ‘better is always possible’. Clare is a tutor at PMT Education. When not trying to think of new ways to excite young people about the science of life, Clare can be found doing yoga or working in safeguarding for her local football team!

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