Pedagogic strategy: Difference between revisions
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== Definition == | == Definition == | ||
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=== Baumgartner - Learning I-II-II === | === Baumgartner - Learning I-II-II === | ||
We could expand Baumgartner's (2004) learning I-II-III typologie with associated pedagogical strategies and instructional design models. | |||
The following table is based on Baumgartner et al. (2004) [[:Image:learning-I-II-II-baumgartner.png | picture]] (up to row 6) and to which we made additions. | The following table is based on Baumgartner et al. (2004) [[:Image:learning-I-II-II-baumgartner.png | picture]] (up to row 6) and to which we made additions. | ||
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=== Reeves === | === Reeves === | ||
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=== According to learning style === | === According to learning style === | ||
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See the [[learning style]] article. | See the [[learning style]] article. | ||
== Major families according to learning theoretical considerations == | |||
{{comment | This needs to be completed, my plan is make short summaries for each and then point to instructional design models (as shown with a few examples below) - [[User:DSchneider|DSchneider]] 19:32, 22 May 2006 (MEST) }} | |||
{{comment | This needs to be completed, my plan is make short summaries for each - [[User:DSchneider|DSchneider]] 19:32, 22 May 2006 (MEST) }} | |||
=== Behaviorist strategies === | === Behaviorist strategies === | ||
Revision as of 17:35, 21 June 2006
Definition
Pedagogic Strategies can be defined at 3 levels:
- General instructional designs
- Designs applied to a teaching/learning unit (e.g. a lesson or a course module)
- Pedagogic methods that are part of a wider design (e.g. of a pedagogic strategy as defined here) and that we discuss elsewhere.
Effective course designs (or teachers) may make use of different teaching strategies or methods.
According to Dick et al. (2001) “instructional strategy is used generally to cover the various aspects of sequencing and organizing the content, specifying learning activities, and deciding how to deliver the content and activities’ (p. 184).”
Types of pedagogic strategies
- this section remains to be written, below is just a little "stub"
Firstly pedagogic strategies (at least the ones discussed in instructional design) are based on general learning theoretical concepts, e.g. Behaviorism, Cognitivism, Constructionism, Constructivism, Socio-constructivism, Situated learning, etc. Learning theorists often also address pedagogicial issues . There is an overlap between theories that explain how people learn and how one could bring people to learn. This is particularly true regarding larger families of thought like constructivism.
Second, design of strategies draws a lot from general pedagogical theory.
Baumgartner - Learning I-II-II
We could expand Baumgartner's (2004) learning I-II-III typologie with associated pedagogical strategies and instructional design models. The following table is based on Baumgartner et al. (2004) picture (up to row 6) and to which we made additions.
| Dominant Strategy | Transfer (teaching I) | Tutoring (teaching II) | Coaching (teaching III) |
|---|---|---|---|
| Knowledge type | Factual knowledge, "know-that" | Procedural knowledge, "know-how", problem solving, concepts | Social practice, "knowing in action" |
| Aims of Teaching | Transfer of propositional knowledge | Presentation of predetermined problems | Action in (complex and social) situations |
| Learning goal | to know, to remember | to do, to practice, to argue | to cope, to master |
| Assessment | Production of correct answers | Selection of correct methods and its use | Realization of adequate action strategies |
| Learning content type | Verbal knowledge, Memorization | Skill, Ability | Social Responsibility |
| Teaching and learning strategies and activities | to teach, to explain | to observe, to help, to demonstrate | to cooperate, to support |
| Learning theory | Behaviorism | Cognitivism Constructivism |
Socio-constructivism, Situated learning |
| Examples of instructional design models | programmed instruction, (simple mastery learning, |
problem-based learning, case-based learning, |
inquiry-based learning, project-based learning Situated discovery learning and exploratory learning, |
| learning level | Stimulus-response Bloom's level 1 |
chaining, association, discrimination, concept
learning, problem solving |
situated problem solving |
Joyce
Joye et al. (2000) defined 4 major families of strategies:
- Behavioral systems family of models
- Information-processing family of models
- Personal family of models
- Social family of models
| Familiy of models | Description (see Allen) | Examples of Models |
|---|---|---|
| Behavioral systems | To change the behavior of the learner / transmit the culture by teaching skills and knowledge | Mastery learning Direct instruction |
| Information-processing | To improve logical thinking processes. | Induction Concept formation (H. Taba) |
| Personal family | to develop internal resources to see things in new/different ways | Nondirective (facilitative) teaching (Rodgers) Development of self concepts |
| Social family | To teach social skills and communication | Cooperative learning Role Plays |
Reeves
According to learning style
The idea is that different pedagogies are better adapted to individuals preferrences for given learning styles.
See the learning style article.
Major families according to learning theoretical considerations
- This needs to be completed, my plan is make short summaries for each and then point to instructional design models (as shown with a few examples below) - DSchneider 19:32, 22 May 2006 (MEST)
Behaviorist strategies
Cognitivist strategies
Cognitivist/Constructivist strategies
Constructivist/Situated strategies
Links
- Allen (1996), Instructional Models Key, HTML.
- Huitt, W. (2003). Classroom instruction. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved 19:24, 22 May 2006 (MEST), from http://chiron.valdosta.edu/whuitt/col/instruct/instruct.html. (This is an excellent resource for classroom instruction / direct instruction).
- [Models of Teaching http://educ3.utsa.edu/pmcgee/models.htm], College of Education and Human Development, UTSA. (Good resources for educators who are interested in approaches to and models of teaching)
References
- Baumgartner, P., I. Bergner und L. Pullich (2004). Weblogs in Education - A Means for Organisational Change. In: Multimedia Applications in Education Conference (MApEC) Proceedings 2004. L. Zimmermann. Graz: 155-166. PDF
- Baumgartner, P. (2004). The Zen Art of Teaching - Communication and Interactions in eEducation. Proceedings of the International Workshop ICL2004, Villach / Austria 29 September-1 October 2004, Villach, Kassel University Press. CD-ROM, ISBN: 3-89958-089-3. PDF
- Chamberland, G., L. Lavoie et D. Marquis (1995). 20 formules pédagogiques, Sainte-Foy: Presses universitaires du Québec.
- Dillon, J.T. Using diverse styles of teaching, HTML (retrieved 19:24, 22 May 2006 (MEST))
- Kahn, Badrul H. A Framework for Web-Based Learning, in Khan, B.H. (ed) Web-Based Training ISBN 0-87778-303-9
- Mafune, Patricia, Teaching and Learning Models HTML (retrieved 19:24, 22 May 2006 (MEST) ).
- Séminaire sur les méthodes d'enseignement (1999) La didactique internationale en management public [1]
- Joyce, B., Weil, M., Calhoun, E. : (2000). Models of teaching, 6th edition, Allyn & Bacon, 2000. ISBN 0205389279
- Joyce, B., & Weil, M., & Calhoun, E. (2003). Models of teaching (7th ed.). Englewood Cliffs, NJ: Prentice-Hall.
- Reeves, T.C., Reeves, P.M., Effective Dimensions of Interactive Learning on the World Wide Web, in Web-Based Instruction, Englewood Cliffs N.J. : Educational Technology Publications, 1998
- Van Wart, Montgomery, N. Joseph Cayer, et Steeve Cook; Handbook of Training and Developement for the Public Sector; San Francisco, CA; Jossey-Bass; 1993
(need some more),,