INT6066 Chap.7 Pedagogical Models and Classroom Strategies
Pedagogical Models and Classroom Strategies
Four layers that get collapsed into one
A recurring slide sets out a hierarchy that almost nobody keeps straight under pressure. At the top sit frameworks, which choose and evaluate the whole design. Below them sit pedagogical models or approaches, which organise a whole unit or curriculum. Below those sit strategies, which shape one specific learning activity.
Beside all of it sit the skills the design is aimed at, from collaboration and critical thinking to computational thinking and self-directed learning. Mixing the layers is the most common weakness in a presentation, because it produces a design that names four things and integrates none of them. The test that sorts them is two questions: how long does it last, and what does it decide?
A framework outlives the unit and decides how you judge the design; a model organises the unit and decides its sequence; a strategy occupies part of one lesson and decides who talks to whom in the next fifteen minutes.
The division of labour between the three frameworks
The project guidance is unusually explicit about which instrument does which job.
The knowledge-dimensions framework is the overarching one for the pedagogical design as a whole. The engagement ladder is for guiding and evaluating the design of specific learning activities. The substitution-to-redefinition model, introduced later in the course, is for a holistic evaluation of the design with technology.
The guidance says outright that not all of them need to appear, and that is worth taking literally: two used precisely beats three used for show.
The published lists, and the annotation that is an instruction
The models named in this course are active learning including the flipped classroom, mobile learning, computer-supported collaborative learning, seamless learning, situated learning, inquiry-based and guided inquiry learning, project-based and problem-based learning, the experiential cycle, productive failure, work built round a theme, the task-based approach, content and language integrated learning, game-based learning and phenomenon-based learning.
Four of them carry the annotation that a specific model is needed, which is an instruction rather than a note: mobile learning and collaborative learning name a family, so a presentation that stops at the family name has not chosen anything.
The strategies are a different granularity altogether, from the jigsaw and think-pair-share through reciprocal teaching, think aloud, the know-want-learned chart and self-explanation to collaborative storytelling, formative assessment, data collection and the directed reading-thinking activity.
You will typically choose one model for the unit and three or four strategies across its activities.
How the course makes you learn the list
Rather than lecturing the models, the course assigns one to each group and asks for a short shared presentation answering three questions: what the key components or features of the model are, with any diagram that shows it; one case that illustrates it; and its strengths and limitations, with links and references placed under whatever is cited.
Those three questions work well as a template for reading any model you did not present, and the third is the part most groups skip. The chapter also uses the course's published quotation of a seamless learning definition as a worked example of what the citation criterion actually wants, shown once as a direct quotation with author, year and page and once as an author-prominent paraphrase.
What this chapter covers
- 01
Framework, model, strategy and skill as four distinct layers
- 02
The two questions that tell you which layer you are on
- 03
Which of the three frameworks does which job
- 04
The fourteen models the course names
- 05
Why a specific model is needed where a family is listed
- 06
The fifteen strategies, and how many a unit actually uses
- 07
The three questions each model presentation has to answer
- 08
Quoting a published definition properly, with its citation
Choose one model, and justify rejecting the other
- 2State the outcome the unit is aiming at.
- 3Choose the model the outcome implies and say why.
- 3Name what the rejected model would have produced instead.
Key terms
- Pedagogical Model
- A named way of organising a whole unit of teaching, such as inquiry-based, project-based or game-based learning, which decides the sequence of the unit.
- Pedagogical Strategy
- A named technique shaping one specific learning activity, such as the jigsaw, think-pair-share or reciprocal teaching.
- Seamless Learning
- A model in which learning experiences are integrated across formal and informal contexts, individual and social learning, and physical and digital settings.
- Jigsaw Activity
- A strategy in which each member of a home group takes a different section of the material, consults others with the same section, then returns so that the group cannot answer without every member.
Pedagogical Models and Classroom Strategies FAQ
What is the difference between a pedagogical model and a strategy?
Duration and scope. A model organises a whole unit and decides its sequence, while a strategy occupies part of a single lesson and decides who does what with whom in that window. You normally choose one model and several strategies, and a design that lists only strategies has activities with no shape holding them together.
Why does the course say a specific model is needed for mobile learning?
Because mobile learning names a family of designs rather than a design. It tells a reader which devices are involved and nothing about how the unit is sequenced or what learners have to produce. Naming a specific model underneath it, with a stated script for how learning moves between settings, turns the label into something that can be evaluated.
Assessment move
Write down one framework, one named model and three strategies for your own design, each with the activity it governs, before your group starts building. It takes ten minutes and settles most of the arguments that otherwise surface late, because disagreements about tools are usually unnamed disagreements about the model.
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