From Dynamic Pedagogy to Pedagogical Analysis

Session Type: Invited Speaker Session

Abstract

Principles of Dynamic Pedagogy reimagines the teaching-learning process as a reciprocal and adaptive system connecting curriculum, instruction, assessment, and learning. Grounded in contemporary research from cognitive science, educational psychology, measurement, and socio-cultural studies, this work highlights how educators can translate theory into an iterative practice that supports diverse learners and fosters engaged, self-regulated growth.

The session will introduce the Dynamic Pedagogy model, emphasizing metacognitive competencies that enable students to acquire, revisit, and consciously refine their understanding across a curriculum unit. Presenters will discuss how dynamic pedagogy informs real-time instructional decision-making, feedback, and assessment design—helping teachers create coherent, responsive classrooms where learning is continuously informed by evidence and reflection.

Ultimately, this framework equips educators and teacher educators with the tools to cultivate learning environments that are not only rigorous and equitable but also adaptive to students’ evolving cognitive and metacognitive needs.

Sub Unit

• AERA Honorary President Edmund W. Gordon Series

Participants

• Eleanor Armour-Thomas, Queens College - CUNY

• Hefer Bembenutty, Queens College - CUNY

• Neal M. Kingston, University of Kansas

• Paul G. LeMahieu, The Carnegie Foundation for the Advancement of Teaching

• Gerunda B. Hughes, Howard University

• Eric Tucker, The Study Group

• Edmund W. Gordon, Teachers College, Columbia University