Classification of teaching models
| Supply model | Demand model | Competence model | ||
|---|---|---|---|---|
| Ontological level | Paradigm | Objectivist | Subjectivist | Interactionist |
| Conceptions of teaching | To teach is to impart information and tell a story | To teach is to ensure the appropriation of knowledge and organize students' activities | To teach is to converse with the students about the knowledge and make learning possible | |
| Roles | A teacher is a presenter. Students are passive recipients | A teacher is a facilitator and tutor. Students are participants | A teacher is a coach/developer. Students are active participants in the co-construction of knowledge | |
| Content | Defined by scholarly research in the relevant discipline(s) | Defined by students' needs with respect to a given domain | Defined by the problems to be solved by competent actors in real-life situations | |
| Supply model | Demand model | Competence model | ||
|---|---|---|---|---|
| Ontological level | Paradigm | Objectivist | Subjectivist | Interactionist |
| Conceptions of teaching | To teach is to impart information and tell a story | To teach is to ensure the appropriation of knowledge and organize students' activities | To teach is to converse with the students about the knowledge and make learning possible | |
| Roles | A teacher is a presenter. Students are passive recipients | A teacher is a facilitator and tutor. Students are participants | A teacher is a coach/developer. Students are active participants in the co-construction of knowledge | |
| Content | Defined by scholarly research in the relevant discipline(s) | Defined by students' needs with respect to a given domain | Defined by the problems to be solved by competent actors in real-life situations | |
| Operational level | Dimensions | Supply (-1) | Demand (0) | Competence (+1) | Coding |
| Learning objectives | Lowest levels of Bloom’s taxonomy (e.g. remember, understand) | Middle levels of Bloom’s taxonomy (e.g. apply, analyze, evaluate) | Highest levels of Bloom’s taxonomy (e.g. create, design, formulate) | Automated keyword search | |
| Forms of evaluation | Summative (e.g. written sit-in exam) | Formative and summative (e.g. case assignment) | Performance in authentic situations (e.g. project work) | ||
| Knowledge emphasized | Formal (abstract) theory (de-contextualized) | Applied theory, contextualized knowledge | Situated and contextualized, prepared for action, making, solving and doing | Manual coding | |
| Pedagogical methods and means | Emphasizing transmission | Emphasizing discussion | Emphasizing interaction and production | ||
| -Activity | Lectures/readings (watching, listening) | Exercises, group work, case discussions | Active problem-solving, workshops, company visits and venture creation | ||
| -Teacher role | One-way dissemination | Teacher as a facilitator, guest lectures | Teacher as a coach, knowledge co-created with students | ||
| -Student role | Passive (solo work) | Assignments, student presentations | Interactive, intensive group work, creative project work |
| Operational level | |||||
| Lowest levels of Bloom’s taxonomy (e.g. remember, understand) | Middle levels of Bloom’s taxonomy (e.g. apply, analyze, evaluate) | Highest levels of Bloom’s taxonomy (e.g. create, design, formulate) | Automated keyword search | ||
| Summative (e.g. written sit-in exam) | Formative and summative (e.g. case assignment) | Performance in authentic situations (e.g. project work) | |||
| Formal (abstract) theory (de-contextualized) | Applied theory, contextualized knowledge | Situated and contextualized, prepared for action, making, solving and doing | Manual coding | ||
| Emphasizing transmission | Emphasizing discussion | Emphasizing interaction and production | |||
| -Activity | Lectures/readings (watching, listening) | Exercises, group work, case discussions | Active problem-solving, workshops, company visits and venture creation | ||
| -Teacher role | One-way dissemination | Teacher as a facilitator, guest lectures | Teacher as a coach, knowledge co-created with students | ||
| -Student role | Passive (solo work) | Assignments, student presentations | Interactive, intensive group work, creative project work |
Source(s): Adapted from Béchard and Grégoire (2005)
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