Pedagogic strategy

Definition

Pedagogic Strategies can be defined at 3 levels:

1. General instructional designs
2. Designs applied to a teaching/learning unit (e.g. a lesson or a course module)
3. 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.

Ruth Clark

According to Merril (2002), Ruth Clark (1998) suggests four different instructional architectures (receptive, directive, guided discovery, and exploratory) that he calls instructional style.

In the context of educational technology:

• 'Receptive instruction is characterized by

a lecture or an Internet site where the student is merely provided with information.

• Directive instruction is

characterized by a computer-based tutorial where information is presented, the student responds, feedback is provided and this tutorial learning cycle is repeated.

• Guided Discovery is characterized by a computer

simulation that allows the student to manipulate some device or environment.

• Exploratory instruction is

characterized by an open learning environment in which the student is provided a rich, networked database of information, examples, demonstrations, and exercises from which the student can select whatever is appropriate to their current needs and mental models.

Baumgartner - Learning I-II-II

We expand Baumgartner's (2004) learning I-II-III typology 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, Discovery learning with simulations, microworlds, WebQuests,	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 (Blooms levels 1-6)	situated problem solving

Schneider's modified Learning I-I-III

• See the learning type article. The idea is to expand these learning types a bit in order to take into account levels of complexity and also have a slot for orthogonal designs (e.g. that deal with motivation).

DSchneider is not yet very sure of this ...

Learning categories - suitable for instructional design planning
Learning I-II-III	Revised version	Example designs
I: know that	I-a Facts : recall, description, identification, etc.	direct instruction, programmed instruction, mastery learning, e-instruction
	I-b Concepts: discrimination, categorization, discussion, etc.	discovery learning, exploratory learning
II: know how	II-a Reasoning and procedures: inferences, deductions, etc. + procedure application	drill programs, simulation, virtual laboratory
	II-b Problem solving and production strategies: identification of subgoals + application of heuristics/methods	case-based learning, inquiry-based learning, problem-based learning
III: knowing in action	III Situated action: action strategies in complex and authentic situations	project-based learning
IV: Other	IV Other: e.g. motivation, emotion, reflection, i.e. elements that could intervene in all the other categories	FEASP, learning e-portfolio

Joyce

Joye et al. (2000) defined 4 major families of strategies:

1. Behavioral systems family of models
2. Information-processing family of models
3. Personal family of models
4. 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 Simulations Programmed instruction Computer drill programs
Information-processing	To improve logical thinking processes.	Induction Concept formation (H. Taba) Concept attainment (J. Bruner) Picture-word induction Scientific Inquiry Synectics Advance Organizers (Ausubel)
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 Values clarification Jurisprudential inquiry

Reeves

Draft

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

Draft

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

• Direct instruction
• Programmed instruction
• Mastery learning

Cognitivist strategies

• Nine events of instruction

Cognitivist/Constructivist strategies

• Microworlds
• Problem-based learning

Constructivist/Situated strategies

• Inquiry-based learning
• Project-based learning

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)

• Cynthia A Gray/Portfolio 2006, Reflections on Teaching Models. This is a nice matrix of nine teaching/learning models.

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.

• Clark, Ruth (1998). Building Expertise: Cognitive Methods for Training and Performance Improvement. Washington D.C.: International Society for Performance Improvement.

• 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) ).

• Merrill, M. D. (2002). Instructional strategies and learning styles: which takes precedence? In R. A. Reiser & J. V. Dempsey (Eds.), Trends and Issues in Instructional Technology. (pp. 99-106). Columbus, OH: Prentice Hall. PDF Preprint

• 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),,