References & Credits
Strategies : Pedagogical Strategies Differentiation

Pedagogical strategies

In Understanding by Design, Wiggins and McTighe describe three different approaches to teaching: didactic/direct instruction, coaching, and facilitative/constructivist/reflective. Each is matched to a different set of student learning behaviors, shown in the table below, and technology can offer support for each of these pedagogical approaches

Teacher resources

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What the Teacher Uses: What Students Need to Do:

Examples of How Technology Can Support

Didactic/Direct Instruction Receive, take in, respond:  
Demonstration/modeling Observe, attempt, practice, refine The teacher can model skills such as brainstorming (Inspiration), prewriting/outlining (word processors), revision, etc. by projecting them onto a screen, or by using a program such as Timbuktu to push their display onto student computers. Students can apply the lesson.
Lecture Listen, watch, take notes, question The teacher can use PowerPoint to display main points; use a whiteboard to record and produce notes. Students can use a laptop to record notes in word processors or programs such as Inspiration or Curio.
Questions/convergent Answer, give responses In a variation of the old language lab setups, teachers can use conference software to allow students to respond anonymously; this would allow the teacher to spot check for general comprehension.
Coaching : Refine skills, deepen understanding  
Feedback/conferencing Listen, consider, practice, retry, refine Teachers and students can use email and chat software to conference. Students can submit written work electronically, which teachers can comment on using different color text and return to the student for revision.
Guided practice Revise, reflect, refine, recycle Many software applications/packages allow for student practice and repetition.
Facilitative/Constructivist/ Reflective Construct, examine, extend meaning:  
Concept attainment Compare, induce, define, generalize The teacher can use projection to show students examples of the concepts being studied. For example, the teacher could show a series of photos of Gothic and Renaissance churches to demonstrate the difference. Or a teacher could use iTunes to set up a playlist to demonstrate the differences between a march and a waltz. A teacher could also set up a website with examples of the concepts for students to use individually.
Cooperative learning Collaborate, support others, teach In a group project, students can divide their duties according to their technological savvy.
Discussion Listen, question, consider, explain The teacher can keep track of the discussion on the whiteboard, or in Inspiration.
Experimental inquiry Hypothesize, gather data, analyze Students can use databases, spreadsheets, and dedicated science software packages.
Graphic representation Visualize, connect, map relationships Students can use Inspiration, AppleWorks, spreadsheets, etc.
Guided inquiry Question, research, conclude, support  
Problem-based learning Pose/define problems, solve, evaluate The whole range of technology supports problem-based learning, from the web and other information sources, to the use of all kinds of programs for input and output.
Questions (open ended) Answer and explain, reflect, rethink  
Reciprocal teaching Clarify, question, predict, teach The teacher can outline the concepts to be taught in Inspiration or in a word processor.
Simulation Examine, consider, challenge, debate Many software packages exist to help teachers implement simulations.
Socratic seminar Consider, explain, challenge, justify  
Writing process Brainstorm, organize, draft, revise Students and teachers can use outliners and word processors. There are also writing support programs such as Ars Dramatica to help flesh out plots, etc.