Identifies and details the differences between the four principle styles of teaching (the Presenter, the Facilitator, the Conductor, and the Mentor) as per the model of a Staircase for Education. Further breakdown investigates how these pedagogies differ by taxonomy, tagline, pedagogy, online, classroom, blended, setting, thinking, approach, faculty role, teaching techniques, emphasis, questions, assessment, curriculum, process, preparation, planning, research, group size, and learner: maturity, incentive, competence, consumption or production.

1. The Educational
Staircase
Simon Priest
simonpriest.com

2. The PRESENTER:
Transmitting Pedagogies
The FACILITATOR:
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
Students commit 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
Students assimilate, 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 New Knowledge
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
In unfamiliar 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
Students use 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:
Transmitting Pedagogies
PRESENTER
“Sage on the Stage”
•Faculty Directed Approach
•Convergent Thinking
•Product Oriented
•Standardized Curricula
•Lecturing & Demonstrating
•Presenting Metaphors

9. The Educational
STAIRCASE
The FACILITATOR:
Transacting Pedagogies 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:
Transforming Pedagogies
CONDUCTOR
“Catalyst in the Mist”
•Self-directed Approach
•Critical Thinking
•Change Oriented
•Custom Tailored Curricula
•Advising & Encouraging
•Nurturing Compassion

11. The Educational
STAIRCASE The MENTOR:
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
The FACILITATOR:
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 the Stage”
•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 the PRESENTER 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
GENERALIZE WISDOM
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

18. Convergent:
Productorientedtoward
asinglecorrectanswer
Divergent:
Processorientedtoward
multiplepossibleanswers
THINKING
&Outcome
Critical:
Critiquetheworkofothers;
remaincontinouslyskeptical
Creative:
Imagineabetterworld;
dooriginalworktoimproveit
PRESENTER
FACILITATOR
CONDUCTOR
MENTOR

19. FACULTY-
DIRECTED
LEARNER-
CENTERED
SELF-
DIRECTED
INQUIRY-
DISCOVERY
Teacher controls the learning
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
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 completion

22. TEACHING TECHNIQUES: Facilitator
Cooperative learning
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
Field trips
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 to the 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

26. Confirmatory
(well-known
foundation)
Reflective
(problem
focused)
Dynamic
(solution
focused)
Exploratory
(uncertain
outcome)
QUESTIONS
PRESENTER
FACILITATOR
CONDUCTOR
MENTOR

27. OBJECTIVE:
uninfluenced
by teacher
opinion;
evaluates
memory &
comprehension
SUBJECTIVE:
wide open 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:
learner constructed
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
already established
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-interpret Findings
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

35. LEARNERCOMPETENCEUnconscious
Incom
petence
Conscious
Incompetence
Conscious
Competence
UnconsciousCompetence
PRESENTER
FACILITATOR
CONDUCTOR
MENTOR
MENTOR

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 Conductor Mentor
Large: 1,000+
Medium: ≈100
Small: 10- Individual: =1

40. QUESTIONS ?
Excellent teachers combine all
four (PFCM) in their instruction
P
F
C
M