Peeling the Onion Layers of Education Pedagogy

 

In our field of education, there is a hierarchy (click here for more detail about the framework of instruction) of different tiers of instruction including models, strategies and methods. Models are located at the top of the hierarchy and is the broadest umbrella term that serves as the foundation for the instructor’s selection of strategies and methods. In other words, the strategies, skills and methods implemented are all determined by the model of instruction. The four concrete models are; information processing, behavioral, social interactional and personal. Each of these models is based on a learning theory that will determine how the instructor will emphasize key concepts and accomplish objectives. For example, an instructor will use the cooperative learning method if that educator’s philosophy stems from the social interactional model. To clarify, the models of teaching are the theories that provide the framework for the lower echelons of the instruction hierarchy.

As a teacher in training, I would use the social interaction model and subsequent cooperative learning strategies by assigning collaborative group projects. I would separate my students into triads or groups of four and task them to create an artifact. For example, at the end of a unit about the American Revolution, each group of students would be tasked to reflect back, choose a battle or event and create an 18^th century newspaper about it. Part of the task would include details such as using the “f” character for “s.” The students could look up an 18^th century newspaper online to use as a template for designs and organization of information. At the end of the project, each group will be given the option of “antiquing” their newspaper using a moist tea bag. As a future teacher, I intend to take this idea even further. If I am able to acquire the proper materials, I wish to construct a scaled down version of the Guttenberg printing press for my students. If I succeed, my students will be able to print their newspapers by setting the type, using ink and following the process. I believe the social interactional model of instruction develops and refines the student’s skills with compromise and learning to work as a team to accomplish a goal. It is vital that students learn at an early age that there is no “I” in “TEAM” and no single member is bigger than the group. Another example of how I would use the social interaction model might be to construct the printing press. It is important to note here that I would only implement this model with the upper grade levels of my certification. I would work with the entire body of students to help design and build the press itself. Students would take on specific roles in the design, construction or research processes. I believe a lesson like this would simulate circumstances with working in the outside world. Such an involved project would likely be ongoing but would implement the concept of “minds on learning” through a combination of movement and hands-on building. I truly believe a project like this would stimulate excitement and even inspire a lifelong interest in social studies far beyond the classroom. Such an endeavor would achieve a practical purpose for my classroom and give my first students a legacy by helping me construct a piece of living history that all subsequent classes of students will use.

Since the difference between models, strategies and methods is their location on the instructional hierarchy, I am not limited to selecting only one type of strategy or method. For example, with regard to the social interactional model, I can also choose the inquiry method. To generalize, as long as I can bring the theory behind the model I have chosen into the method, I can choose and method or strategy that I see fit. I can use the inquiry method in a lesson based on the social interactional theory as long as I implement collaboration and cooperation. To paint a picture of what this might look like, imagine grouping the desks in pairs (one facing the other). For each pair of students, an artifact is placed on the desks. When the students enter the classroom, their task is to observe and discuss with your partner using your senses and write everything you can about your artifact. I would begin by telling my students “you will be archeologists” and “use your senses and collaborate with your partner to make discoveries about the artifact on your desk.” In addition, I could task each pair of students with drawing their artifact. A shining example of this method would be a lesson about coins or postage stamps. Each pair of students would learn the different parts of a stamp by observing which would lead to a subsequent task of designing their own stamps. It is important to note that the same pairs of students we started the lesson with would also be responsible for designing a stamp. Each pair would only design one stamp however, if I divided my students into larger groups of four or five, those students could create designs individually to be reviewed and voted on by the entire group.

At this point in my career, I have used methods and strategies based on the information processing theory. One of the strategies under the information processing umbrella is direct instruction. From there, I would select the appropriate method such as lecture. As a professional historian, I have used the lecture methods in almost all of my presentations and classes. However, I have always been aware of the plain, bland and soporific nature of the lecture format. When I deliver a lecture, I am able to spice it up into a compelling and captivating lesson by integrating humor and audience participation. I believe the best way to turn my student’s minds on is by engaging them by asking thought provoking questions. With an adult audience, this method is very effective and I believe that my extensive experience with implementing this method has made me a master of lecture. Although I know this may not be so effective with young children with short attention spans. It is true that lectures are efficient with regard to information output but should not dominate the lesson. I would use lecture as an introductory part of my lesson that would transition into another method in the information processing family.  

As a candidate for a Master’s Degree in Childhood Education, my level of excitement bolsters my confidence in my abilities to use the theories, strategies and methods of instruction. My hope is to not only become proficient with the application of these theories but to sprout one of my own. 

Click here for my analysis of the Information Processing Theory and it's pedagogical value!    

APA Citations

Allen, T. H., Ph.D. (n.d.). Approaches to Instruction. Saskatchewan Education. Retrieved February 15, 2021, from https://drive.google.com/file/d/0BwC7OGFCEPfyZmV0dnFaOXdSVUE/view