Pedagogic strategy
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. (2001:184) “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.”
Important notice: DSchneider doesn't feel very sure how to distinguish pedagogic strategies from what he calls instructional design models. Here is a provisional distinction:
- Pedagogic strategies refer to a general abstract teaching method. They can influence instructional design models.
- Instructional design models refer to more precise instructional designs (based on some more explicit teaching and learning goals). A model can (but must not) implement several kinds of pedagogic strategies and methods.
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 pedagogical 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, |
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 |
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:
- 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 preferences 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)
- 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),,