Pedagogical Approach & Scaffolding Strategies
Rachel Ziegler Edtech 503 Instructional Design

The way that content material is constructed impacts how the lesson will be taught.  In this presentation we will discuss three specific pedagogical approaches instructional designers employ to create successful instructional content, as well as the impact on learning of embedding content with scaffolding strategies.

How is the pedagogical approach determined by an instructional designer?

The pedagogical approach and teaching strategies that instructional designers utilize for content delivery often determine the success of learning outcomes.  In surveys of skillfully designed content you see that the delivery of content has been carefully considered and then indicated in course material. Three examples of successful pedagogical models are instructivism, constructivism and connectivism.

Instructivism:

Instructivism comes from the verb instruct and is a teacher centered pedagogical approach; where the teacher uses direct instruction to build the learning environment with restrictive parameters such as rubrics the determine successful learning outcomes.

Constructivism:

Constructivism comes from the verb construct and much like its root, it requires students to play an active role in constructing their own learning. This pedagogical approach relies on teachers more as mediators and facilitators while requiring students to use alternative resources (self, peers, textbook, computer research) for successful learning outcomes. This is a very active learning model and much of the assessment of learning outcomes are determined through teacher observations of group work and final project results.

Connectivism:

Connectivism comes from the root connect and requires students to make connections with materials, resources and others to achieve successful learning outcomes. In this pedagogical strategy, success is measured by the students ability to use provided resources and materials to make connection to controlling ideas.

How does an instructional designer decide on scaffolding strategies?

Lesson content is only half of the equation when working on instructional design projects.  As illustrated in the preceding slides, how content is delivered can make or brake design materials.  This is also true of embedded scaffolding strategies in instructional design content.  When these strategies are well thought out and intuitively connective to desired skill acquisition, the learning outcomes are exponentially increased. It is often not what you learn but how you learn material that makes it memorable and retained for students to replicate successfully in the future.

Scaffolding Strategies: Supplantive

With this model content material is presented to students in a predetermined order that follows a logical skill progression where all required skills and materials are presented within the instructional package. This strategy facilitates learning by giving explicit instruction of how to do required tasks. Supplantive scaffolding is a great support for instructivism pedagogy.

Scaffolding Strategy: Generative

In this model content is constructed by the learner and the teacher's role is facilitator or guide who models and leads students through discovery learning activities. This allows students to actively engage with content and form connections to prior knowledge and skills that they have already mastered. The generative scaffolding strategy works well with constructivism and connectivism teaching pedagogies..

Classroom Examples:

Suppliantive: Flipped Classrooms

The Flipped classroom gives students access to instructional content material prior to direct instruction. In the right environment this has been shown to increase content retention.

Generative: Bellwork/ Exit Ticket

Utilizing effective bellwork and exit ticket strategies allows for generative scaffolding as students build required background knowledge or for more skilled learners extended lesson comprehension and critical thinking skills. This requires students to interact with content materials at an individualized pace without impeding other students learning, while at the same time permitting more skilled learners opportunity to further explore content.  

Classroom Examples:

Suppliantive: Flipped Classrooms

The Flipped classroom gives students access to instructional content material prior to direct instruction. In the right environment this has been shown to increase content retention.

Generative: Bellwork/ Exit Ticket

Utilizing effective bellwork and exit ticket strategies allows for generative scaffolding as students build required background knowledge or for more skilled learners extended lesson comprehension and critical thinking skills. This requires students to interact with content materials at an individualized pace without impeding other students learning, while at the same time permitting more skilled learners opportunity to further explore content.  

The difference between instructivism, constructivism, and connectivism.; https://www.google.com/url?q=http%3A%2F%2Fwww.teachthought.com%2Funcategori...


Criteria for assessment instruction:
https://www.slideshare.net/FutureEduc/criteria-for-assessment-instruction

Expanded events of instruction:
 http://web.ics.purdue.edu/~admagana/CMaps/InstructionalDesign/7ExpandedEven...