Uploaded bySimon Priest
The Educational Staircase
The document discusses an educational framework termed the 'educational staircase', outlining different pedagogical approaches: transmitting, transacting, transforming, and transmuting. Each approach corresponds to a specific learning intention and instructional model, emphasizing the importance of memorization, understanding, application, generalization, and innovation in the learning process. It also highlights the roles of educators and the varying environments and techniques that facilitate learning across different settings.
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The Educational Staircase
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- 2. The PRESENTER: Transmitting Pedagogies TheFACILITATOR: Transacting Pedagogies The CONDUCTOR: Transforming Pedagogies The MENTOR: Transmuting Pedagogies 5 STEPS to Learning 4 Instructional Models or RISERS Simon Priest © 2005 No pedagogies are better; they are all just different Excite them – Help them becom e com petent– Letthem innovate The Educational STAIRCASE (based on paired additions to both Bloom’s Taxonomies)
- 3. The Educational STAIRCASE MEMORIZE Facts Studentscommit quantitative & qualitative data to memory by repetition & recollection Today, with smart devices & ubiquitous Internet access, students have little need to remember it all However, memorizing a body of foundation facts (that can be recalled and used quicker than searching online for just-in-time data) is still extremely necessary for groundwork “Memorizing is not everything to learning, just as talking is not everything to teaching”
- 4. The Educational STAIRCASE UNDERSTAND Information Studentsassimilate, accommodate, and organize facts into patterns of ideas that are similar, different, and related to each other This process often repeats the work of those scholars, authors, and researchers who have previously made these connections and the teacher is merely communicating this info.
- 5. The Educational STAIRCASE APPLY NewKnowledge In a familiar situation (one that was already learned about), students repeatedly utilize information to learn how to solve problems and make decisions (preferably in real world projects), then evaluate their action efficacy AKA: specific transfer between similar settings
- 6. The Educational STAIRCASE GENERALIZE Wisdom Inunfamiliar situations (ones that were not learned about), students employ knowledge and evaluate its efficacy to bring change,… … & then further refine their own judgment (again, preferably in real world projects) This is a perfect step for apprenticeships & using problem solving or decision making AKA: non-specific transfer between different settings
- 7. The Educational STAIRCASE SYSTEMATIZE Innovation Studentsuse their collective wisdom to create or improve theories, models, practices, products, processes, and/or systems, then they invent better ways of doing things and bring these to light This step has basic & applied research
- 8. The Educational STAIRCASE The PRESENTER: TransmittingPedagogies PRESENTER “Sage on the Stage” •Faculty Directed Approach •Convergent Thinking •Product Oriented •Standardized Curricula •Lecturing & Demonstrating •Presenting Metaphors
- 9. The Educational STAIRCASE The FACILITATOR: TransactingPedagogies FACILITATOR “Guide on the Side” •Learner-Centred Approach •Divergent Thinking •Process Oriented •Flexible Curricula •Discussing & Moderating •Questioning (esp. WHY?)
- 10. The Educational STAIRCASE The CONDUCTOR: TransformingPedagogies CONDUCTOR “Catalyst in the Mist” •Self-directed Approach •Critical Thinking •Change Oriented •Custom Tailored Curricula •Advising & Encouraging •Nurturing Compassion
- 11. The Educational STAIRCASE TheMENTOR: Transmuting Pedagogies MENTOR “Friend at the Bend” •Inquiry-Discovery Approach •Creative Thinking •Imagination Oriented •Non-existent Curricula •Partnering & Participating •Cultivating Curiosity
- 12. The PRESENTER: Transmitting Pedagogies TheFACILITATOR: Transacting Pedagogies The CONDUCTOR: Transforming Pedagogies The MENTOR: Transmuting Pedagogies 5 STEPS to Learning 4 Instructional Models or RISERS Simon Priest © 2005 No pedagogies are better; they are all just different Excite them – Help them becom e com petent– Letthem innovate The Educational STAIRCASE (based on paired additions to both Bloom’s Taxonomies)
- 13. PRESENTER “Sage on theStage” •Faculty Directed Approach •Convergent Thinking •Product Oriented •Standardized Curricula •Lecturing & Demonstrating •Presenting Metaphors CONDUCTOR “Catalyst in the Mist” •Self-directed Approach •Critical Thinking •Change Oriented •Custom Tailored Curricula •Advising & Encouraging •Nurturing Compassion MENTOR “Friend at the Bend” •Inquiry-Discovery Approach •Creative Thinking •Imagination Oriented •Non-existent Curricula •Partnering & Participating •Cultivating Curiosity Transmitting Transforming Transmuting FACILITATOR “Guide on the Side” •Learner-Centred Approach •Divergent Thinking •Process Oriented •Flexible Curricula •Discussing & Moderating •Questioning (esp. WHY?) Transacting Teaching “tool kits” should contain all four pedagogies although shown in a linear sequence, these four can be shuffled as needed
- 14. 4 Styles thePRESENTER the FACILITATOR the CONDUCTOR the MENTOR Pedagogy Transmitting (one-way) Transacting (two-way) Transforming (change) Transmuting (invent) Tagline “Sage on the Stage” “Guide on the Side” “Catalyst in the Mist” “Friend at the Bend” Intent Understand Information Apply Knowledge Generalize Wisdom Systematize Innovation Taxonomy Knowledge & Comprehension Application & Analysis Synthesis & Evaluation Review & Improvement Settings Repetitive Familiar Unfamiliar Risky & Uncharted Territory Thinking Convergent Divergent Critical Creative Outcome Product & Correct Answer Process & Multiple Answers Critique & Skepticism Imagination & Originality Approach Faculty-directed Learner-centered (LC) Self- directed & LC Inquiry-discovery (alliance) Faculty Role Lecture & demonstrate lesson Discuss & moderate reflection Advise & encourage practice Join & participate as partner Typical Teaching Techniques (examples) Lecture, demonstration, tutorial/seminar, expert panel debate, peer presentation, real world case studies, poster board display, guest authority, library /internet search, competition, oral drill, audio listening, video watching, reading & workbook Cooperative learning, peer instruction, peer-assessment, one-on-one debate, mock/real presentation, gamification, creating test items, hands-on simulation, problem solving, questions & discussion (with funneling, framing, filters & frontloading) Field trips, labs, study abroad, fieldwork/clinical placements, internships/apprenticeships, team- based / open capstone project, volunteering, collaborative service learning, other experiential learning & addressing change resistance Imagination, logical reasoning, inspired brainstorming, Scientific Method, storytelling, self-teaching, reversal, attribute listing, forced relationships, conceiving, improvising, experience-based judgment, & open-ended play Questions Confirmatory (well-known) Reflective (problem-focus) Dynamic (solution-focus) Exploratory (uncertainty) Emphasis Offering metaphors Asking why (5 times) Nurturing compassion Cultivating curiosity Curriculum Standardized Flexible Custom tailored Non-existent / open Process Data-based lessons Problem-based training Project-based change Evidence-based research Research Use Consume findings Re-interpret findings Critique findings Produce & disseminate Plan & Prepare Lessons & objectives Dialogues & experiences Support & resources Opportunities & dreams L Maturity (exp. engagement) Dependent (passive bystander) Interdependent (insightful observer) Independent (active participant) Meta-Cognitive - Automath (dynamic inventor) Learner (L) Incentive Extrinsic: grades and, since subject matter is ready, learner must be prepared to learn now Social: use just-in-time & on-demand learning in order to socially or personally benefit Altruistic: making a difference in society, bringing revolution & championing change Intrinsic: impact status quo, invent new, innovate better, imagine / think differently L Competence Unconscious Incompetence Conscious Incompetence Conscious Competence Unconscious Competence L Experience Share life examples Reinforce & challenge Refine & redefine Determine what is lacking L Consumes Textbooks, scholarly articles Video captured lectures Interview/observation data Research outcomes/proposals L Produces Essay (well-cited), journaling Reflective blog, presentation Final artifact: report/resolution Original research/product Means of Assessment Objective: skill performance, test, quiz, other examination, (well-cited) essay, journaling Subjective: contemplation by many methods, portfolio, peer presentation, blog, Descriptive: project impact, presentation, work experience, final artifact, report, resolution Productive: market success, customer feedback, final publication / presentation Group Size Large (1,000 or more) Medium (about 100) Small (10 or less) Individuals (1)
- 15. UNDERSTAND INFORMATION APPLY KNOWLEDGE GENERALIZEWISDOM SYSTEMATIZE INNOVATION Knowledge & Comprehension Application & Analysis Synthesis & Evaluation Review & Improvement PRESENTER FACILITATOR CONDUCTOR MENTOR INTENT&Taxonomy
- 16. & PEDAGOGIES MENTOR: Transmuting(invent) CONDUCTOR: Transforming (change) FACILITATOR: Transacting (two-way) PRESENTER: Transmitting (one-way) Sage on the Stage Friend at the Bend Guide on the Side Catalyst in the Mist “Show & tell” broadcast of information to all learners Exchange of information & communication among learners Changing from one condition, appearance, or composition to another learner Changing from one structure or form to another TAGLINES
- 17. SETTING: Learning Environment Repetitive(rote memorization) Familiar (as learned so far) Unfamiliar (not yet learned) Risky & Uncharted Territory PRESENTERFACILITATORCONDUCTORMENTOR
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- 19. FACULTY- DIRECTED LEARNER- CENTERED SELF- DIRECTED INQUIRY- DISCOVERY Teacher controls thelearning process, deciding the who, what, where, when & how PRESENTERFACILITATORCONDUCTORMENTOR APPROACH Teacher and learners share in the decisions and control of the learning process Learners control the learning process, make most of the decisions, and are accountable Teacher and learner are allied in their search for new ideas, answers, solutions & inventions
- 20. Lecture & demonstrate lessons: oral &visual presentations that explain, clarify and/or convey key information Discuss & moderate reflection: conversations leading to fresh perspectives that reinforce or restructure understanding Advise & encourage practice: counseling & support during experiential learning (tough times): “safety without saving” Join & participate as partners: fostering creativity & imagination; nurturing curiosity & passions PRESENTER FACILITATOR CONDUCTOR MENTOR FACULTY ROLE
- 21. TEACHING TECHNIQUES: Presenter Lecture Demonstration Tutorial/seminar Expertpanel debate Peer presentation Real world case studies Poster board display Guest authority Library /internet search Competition Oral drill Audio listening Video watching Reading Workbook completion
- 22. TEACHING TECHNIQUES: Facilitator Cooperativelearning Peer instruction Peer-assessment One-on-one debate Mock/real presentation Gamification Creating test items Hands-on simulation Problem solving Questions Discussion (funneling & frontloading)
- 23. TEACHING TECHNIQUES: Conductor Fieldtrips Labs Study abroad Fieldwork/clinical placement Internships/apprenticeship Team-based / open capstone project Volunteering Collaborative service learning Other experiential learning Addressing change resistance
- 24. TEACHING TECHNIQUES: Mentor Imagination(instill wonder) Logical reasoning Inspired brainstorming Scientific Method Storytelling Self-teaching Reversal Attribute listing Forced relationships Conceiving Improvising Experience-based judgment Open-ended play
- 25. OFFERING METAPHORS: analogous tothe already known ASKING WHY (5 times): probing motivation through repetition NURTURING COMPASSION: addressing fear & resistance to change CULTIVATING CURIOSITY: inspiring the desire to seek & find EMPHASIS PRESENTERFACILITATORCONDUCTORMENTOR
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- 27. OBJECTIVE: uninfluenced by teacher opinion; evaluates memory & comprehension SUBJECTIVE: wideopen to interpretations and opinions; value extra assessments by peer /expert DESCRIPTIVE: simply depict what was done without judging performance; value external assessments PRODUCTIVE: centers on the inherent market success of any product, idea, publication or presentation PRESENTER FACILITATOR CONDUCTOR MENTOR MEANS OF ASSESSMENT
- 28. OBJECTIVE: skill performance,test, quiz, other examination, (well-cited) essay, journaling, etc. SUBJECTIVE: contemplation by many methods, portfolio, peer presentation, blog, etc. DESCRIPTIVE: project impact, presentation, work experience, final artifact, report, resolution, etc. PRODUCTIVE: market success, customer feedback, final publication / presentation, etc. METHODS OF ASSESSMENT PRESENTERFACILITATORCONDUCTORMENTOR
- 29. OPEN / NON-EXISTENT: learnerconstructed CUSTOM TAILORED: fits the individual FLEXIBLE / ADAPTIVE: developed in response to learners’ needs STANDARDIZED: one size fits all meets professions’ needs CURRICULUMPRESENTERFACILITATORCONDUCTORMENTOR
- 30. Data-based lessons Problem-based training Project-based change Evidence-based research PRESENTER FACILITATOR CONDUCTOR MENTOR PROCESS alreadyestablished body of knowledge questions to be answered learners recommend change proposal to make a difference informs theory and practice by augmenting existing knowledge
- 31. Lessons & Objectives Dialogues& Experiences Support & Resources Opportunities & Dreams PREPARE & PLAN PRESENTER FACILITATOR CONDUCTOR MENTOR
- 32. RESEARCH Consume Findings Re-interpretFindings Critique Findings Produce & Disseminate Findings PRESENTERFACILITATORCONDUCTORMENTOR
- 33. LEARNER MATURITY Dependent: passive bystander Interdependent:insightful observer Independent: active participant Metacognitive Automath: dynamic inventor PRESENTER FACILITATOR CONDUCTOR MENTOR & Experiential Engagement
- 34. LEARNER INCENTIVE Extrinsic: grades– since subject matter is ready, learner must be prepared to learn now Social: use just-in-time & on-demand learning in order to socially or personally benefit Altruistic: making a difference in society, bringing revolution & championing change Intrinsic: impact status quo, invent new, innovate better, imagine / think differently PRESENTERFACILITATORCONDUCTORMENTOR
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- 36. Share examples from life Reinforce & challenge experiences Refine& redefine experiences Determine what experiences are lacking LEARNER EXPERIENCES PR ESEN TER FAC ILITATO R CONDUCTOR MENTOR
- 37. Textbooks & scholarly articles Video (captured lectures)Data from interviews & observations Research outcomes & proposals LEARNER CONSUMES PRESENTER FACILITATOR CONDUCTOR MENTOR
- 38. Essays Journals Reflective Blog Presentations Final Artifact: Report/ resolution Original Idea Research / Product LEARNER PRODUCES PRESENTER FACILITATOR CONDUCTOR MENTOR
- 39. GROUP SIZE Presenter Facilitator ConductorMentor Large: 1,000+ Medium: ≈100 Small: 10- Individual: =1
- 40. QUESTIONS ? Excellent teacherscombine all four (PFCM) in their instruction P F C M