Topic 1: Pedagogical models, methodologies, and

teacher training

Design and Development of Pedagogical Models

Unit 2. - Pedagogical and didactic foundations

Este compendio recoge textualmente documentos e información de varias fuentes debidamente

citadas, como referencias elaboradas por el autor para conectar los diferentes temas.

Se lo utilizará únicamente con fines educativos.

Este compendio recoge textualmente documentos e información de varias fuentes debidamente

citadas, como referencias elaboradas por el autor para conectar los diferentes temas.

Se lo utilizará únicamente con fines educativos.

 TABLA DE CONTENIDO

TOPIC 1: PEDAGOGICAL MODELS, METHODOLOGIES, AND TEACHER TRAINING .................... 5

Subtopic 1:.............................................................................................................................................. 6
Behaviorism & Cognitivism. .................................................................................................................. 6
Learning Theories .................................................................................................................................. 6
Behaviorism ............................................................................................................................................ 6
Cognitivism ............................................................................................................................................. 7
Subtopic 2:.............................................................................................................................................. 7
Constructivism & Connectionism. ........................................................................................................ 7
What Is Constructivism? ....................................................................................................................... 7
Types of Constructivism ........................................................................................................................ 8
Subtopic 3:.............................................................................................................................................. 9
Systemic & Complex. ............................................................................................................................. 9
Systemic Approach ................................................................................................................................ 9
Four basic concepts of the systemic approach. ............................................................................... 10
Complex Approach ............................................................................................................................... 10
Subtopic 4:............................................................................................................................................ 11
Teacher Training. ................................................................................................................................. 11
Teacher education and training curricula ......................................................................................... 11
 COMPETENCIAS Y RESULTADOS DE APRENDIZAJE

Competencias Específicas

Se espera que a través de los temas estudiados en la presente Unidad; los

estudiantes logren las siguientes competencias:

✓ Competence 1
Analyze the Learning Theories.
✓ Competence 2
Identify the steps followed in the Learning Theories and their importance into
Education.
✓ Competence 3
Recognize the importance of Teacher Training (teachers – students)

Resultados de Aprendizaje

Se espera que a través de los temas estudiados en la presente Unidad; se logre

alcanzar el siguiente Resultado de Aprendizaje:

Learning outcome 1: Identify methodologies, systems, values and teacher training used
in educational approaches.
.

Con este propósito se ha organizado la Unidad con los siguientes temas vitales para su

comprensión:

✓ Topic 1: Pedagogical models, methodologies, and teacher training

✓ Topic 2: Theories, models, systems and values.
 DESARROLLO DEL CONTENIDO DEL TEMA 1

TOPIC 1: PEDAGOGICAL MODELS, METHODOLOGIES, AND TEACHER

TRAINING

Topic 1: Pedagogical Models.

Topic 1
Pedagogical models,
methodologies, and
teacher training

Subtopic 1:
Subtopic 4:
Behaviorism &
Teacher training Cognitivism

Subtopic 2:
Subtopic 3:
Constructivism &
Systemic & Complex Connectionism

Figure 1. Topic 1. Pedagogical models, methodologies, and teacher training

Objetivo

Stimulate the study of the different methodological models into practice activities and relate them with
the system of teaching.

Introducción
The educational system has maintained a diversity of changes throughout the history of man. The
pedagogical models together with the theories have generated stages from behavior, then cognitivism
through the assimilation, and constructivism of Ausubel, Vygotsky and Bruner. These focused theories
have allowed them to be associated and reflect positive changes in student learning outcomes.

In addition, the relationship between the systemic approach and the complexity approach, how the
changes arose and what have been the benefits that teachers have assimilated within the teaching-
learning process.

Teacher preparation has been a preponderant factor in the curriculum since it has changed the thinking
of educators and learners, considering strategies, skills, and technological resources as useful tools in
this process.
 DESARROLLO DE LOS SUBTEMAS DEL TEMA 1

Subtopic 1: Behaviorism & Cognitivism.

Before starting the development of this topic, it is necessary to consider the starting point of
learning theories.

Learning Theories
Behaviorism
• Watson Sklnner
Cognitivism
• Bandura
Assimilation
• Ausubel
Constructivism
• Piaget - Vygotsky - Bruner
Figure 2. Learning Theories

Definitively, the learning process transfers changes that lead to the development of cognitive
skills, which reinforces the intellectual power to improve knowledge.

Behaviorism
Behaviorism theory in one way or another is part of the learning process, considering “behavior
is purposive; behavior has a quality to be able to be changed and adapted in line with
environmental conditions for the purpose” (Tolman, 1932, p. 13).

In relation to the theories of knowledge, it is important to highlight that the behavioral approach
led to the cognitive approach, while the cognitive approach provided the basis for the
constructivist approach (Bacanlı, 2016, p. 19).

In behaviorism, learning is achieved when an adequate response is demonstrated after the

presentation of a specific environmental stimulus. The key features are the stimulus, the
response and the association between the two; that is, how the association between the
stimulus and the response is established (Ertmer, P. & Newby, T., 2006, p. 7).
 Behaviorism
What? Cognitivism

Focuses on measure How? Constructivism

behaviors.

Focuses on how Why?

people learn.
Focuses on learners' role.

Figure 3. Comparison of theories.

Therefore, behaviorism focuses on the importance of the consequences of these actions and
stimuli, in which the student is characterized by being reactive to the conditions of the
environment instead of assuming an active role in the discovery of the environment (Ertmer, P.
& Newby, T., 2006, p. 9).

Cognitivism

Cognitivism emphasizes the conditions to facilitate learning, considering

that instructional explanations, demonstrations, illustrative patterns, are
essential to guide student learning. Up to this point, little modification
can be detected between these two theories. This approach focuses on
the student's mental actions that lead to a response and recognizes the
processes of mental planning, aim setting, and organizational strategies.
(Ertmer, P. & Newby, T., 2006, p. 11)

There is a deep relationship between theoretical approaches. The cognitive approach provided
a basis for moving to the constructivist approach in such a way that the cognitive process is
seen in behavioral learning (Celiköz, N. ; Erişen, Y. & Şahin, M., 2016, p. 31).

Subtopic 2:
Constructivism & Connectionism.

What Is Constructivism?
Constructivist theory proposes activities to students that are meaningful since it allows them to
reflect, seek and develop their creative capacity (Dagar, V; & Yadav, A., 2016, p. 2).
In this approach, the central principles propose that students give meaning to new situations of
understanding, bearing in mind that learning involves an active process in which students
connect new ideas with existing knowledge (Jones MJ, 2002, p. 4).

Constructivism has inferences regarding traditional theory, considering the following points:
✓ Transition from role of “teacher to facilitator”.
✓ Development of skills that lead to problem solving, reasoning and reflection (creative
learning).
✓ Allow students to learn by doing.
✓ Flexibility in evaluating learning outcomes.
✓ Development of cooperative and collaborative learning skills.

Watch a video about Constructivism

https://www.youtube.com/watch?time_continue=2&v=AK2nf36cipA&feature=emb_logo

Types of Constructivism

Personal
Constructivism

Critical Radical
Constructivism Constructivism
Types of
Constructivism

Cultural Social
Constructivism Constructivism

Figure 4. Types of Constructivism

Personal Constructivism. - This approach highlights the idea that the construction of
knowledge allows individuals to satisfy their own needs. (Bodner, G. & Geelan, D., 2001, p. 6)
Radical Constructivism. - Radical constructivism highlights the ability to use understandings
independently whether they are related to real aspects. (Raskin, 2002, p. 11)
Social Constructivism. - It is a theory that maintains that the categories of knowledge come
from social relationships (Kidd, T. & Song. H., 2008, p. 122).
Cultural Constructivism. - This theory is based on observation regarding how people learn,
through experimentation and reflection (Bodner, G. & Geelan, D., 2001, p. 5).
Critical Constructivism. - It is opposed to positivism and claims that nothing represents an
objective and neutral perspective (Bentley, 2003, p. 6).

To work in class

Objective: Consolidate the topic discussed in class and work

Closure

Comments on class doubts.

TASK
Using this link, watch the video and do the activity. (EducaPlay)
https://www.youtube.com/watch?v=gkzLAz25KPI

Teaching and Learning Approaches: Behaviorism, Cognitivism and Social

Constructivism.

Subtopic 3:
Systemic & Complex.

Systemic Approach

It is the approach that unifies theoretical, practical and methodological bases, in relation to the
complete study to be reached in a reductionist way, it raises the solution of problems, with
structure and emerging guidelines, such as the observation, representation, or simulation of a
complex totality (Harris, A. & Chrispeels, J., 2006, p. 131).

The systemic approach is not only focused on knowledge, but also on the development of
practices, which allows entering complexity. According to this process, pedagogy must be
innovative in terms of content and resources necessary in teaching-learning (Donnadieu,
Durand, Neel, & Nunez, 2003, p. 7).

Regarding this topic, several authors define it as:

The systemic approach leads to research and operation, having its
guideline in the apprehension of diversity of concepts, being a modeled
process, denoting graphic language for the construction of dynamic
 models. Therefore, the implementation of this approach requires the
improvement of conceptual and practical learning by granting decision-
making that leads to immersion in complexity to act on it. (Donnadieu,
Durand, Neel, & Nunez, 2003, p. 4)

Consciousness and action carry out constant work regarding variation, in such a way that the
systemic approach is conceived simultaneously of knowledge and practices (Donnadieu, Durand,
Neel, & Nunez, 2003, p. 2).

Four basic concepts of the systemic approach.

The
Complexity

The
System

The The
Wholeness Interaction

Figure 5. Concepts of Systemic Approach

Complex Approach

The complexity approach refers to the difficulty of understanding. Without complexity, analytical
rationalism might seem sufficient to apprehend the world and science (Donnadieu, Durand,
Neel, & Nunez, 2003, p. 3).

The complex approach involves integrated knowledge, skills and

attitudes; relate qualitatively different constituent skills; transfer what is
learned in schools to daily life and the work environment. The interest
in complex learning is reflected in popular educational approaches, that
is, in inquiry, guided discovery, case method, project-based, many of
which have no solid foundation in empirical research (Kirschner, P. &
Merriënboer, J., 2018, p. 2).
In this aspect, the author argues:
The field of education and training, the complex approach has become
increasingly aware of these demands from society, business and
industry. For this, the theory of design must be supported in the
development of training programs for students, who need to learn and
transfer professional skills to acquire a variety of the real world in their
study (Kirschner, P. & Merriënboer, J., 2018, p. 4).

Subtopic 4:
Teacher Training.

Teacher training is defined as the education process and skill development as part of the teacher
education. Teacher training is a continuous process that is based on the theory that teachers
are trained through continuous improvement, experience, together with the application and use
of skills, strategies and abilities that provide comprehensive training (Darling-Hammond, 2006,
p. 7).

The focus of teacher preparation must go beyond training to education, leading to a quality
curriculum system. In addition, this preparation requires paying attention to the level, quality of
knowledge, pedagogical skills and abilities, sensitivity to different problems and the degree of
motivation in the exercise of their profession (Boudersa, 2016, p. 11).

Teachers require specialized teacher training inputs to deal with diversity of students. Definitely,
the knowledge based on teacher education is linked to different sections for the correct
development of a teacher preparation (Darling-Hammond, 2006, p. 5).

Teacher education and training curricula

Consistent with quality standards, the curriculum considers teachers' skills as critical contributors
to student learning, thereby serving the economic, social, cultural, and political spheres
(Boudersa, 2016).

Teacher training must be associated with technology, in such a way that teachers can contribute
to the academic performance of students (Boudersa, 2016, p. 4).
 Knowledge of
Subject & Curriculum
goals: Educational
Goals and Purposes
for Skills.

Knowledge of Teaching :
Knowledge of Learners &
Development in Social Teaching Diverse Learning,
Contexts: Learning, Human Asssesment, Classroom
Development, Language. Management.

Figure 6. Aspects to be considered in teacher training

Objective: Consolidate the topic discussed in class and work

Conclusion

All the topics are related to the Learning Theories, their importance to the education field, and
the positive changes that have reached teachers nowadays through methodology and the use
of technological tools.
 PREGUNTAS DE COMPRENSIÓN DE LA UNIDAD

1. When is Behaviorism achieved?

In behaviorism, learning is achieved when an adequate response is demonstrated after the
presentation of a specific environmental stimulus.
2. What does the Cognitive approach focus on?
The cognitive approach focuses on the student's mental activities that lead to a response and
recognizes the processes of mental planning, goal setting, and organizational strategies.
3. What are the inferences that Constructivism has in relation to traditional
theory?
✓ Transition from role of “teacher to facilitator”.
✓ Development of skills that lead to problem solving, reasoning and reflection (creative
learning).
✓ Allow students to learn by doing.
✓ Flexibility in evaluating learning outcomes.
✓ Development of cooperative and collaborative learning skills.
4. What is teacher training?
Teacher training is defined as an education process and skill development as part of the teacher
education.
5. What does Complex approach involve?
The complex approach involves integrated knowledge, skills and attitudes; relates qualitatively
different constituent skills; and transfers what is learned in schools to daily life and the work
environment.
 MATERIAL COMPLEMENTARIO

Los siguientes recursos complementarios son sugerencias para que se pueda ampliar la
información sobre el tema trabajado, como parte de su proceso de aprendizaje autónomo:

Videos de apoyo:
https://www.youtube.com/watch?time_continue=2&v=AK2nf36cipA&feature=emb_logo
https://www.youtube.com/watch?v=gkzLAz25KPI
https://www.youtube.com/watch?v=FDubEVe7Jjw&ab_channel=AngelaMacias
https://www.youtube.com/watch?v=mzhbdGAJ3V0&ab_channel=SilviaSowa
https://www.youtube.com/watch?v=B2bsyT2S82I&ab_channel=TravisLee
https://www.youtube.com/watch?v=H3ZvtOiGr6M&ab_channel=Linways
https://www.youtube.com/watch?v=TZdIvroEKPA&ab_channel=TOPLETReviewer

Bibliografía de apoyo:
Lindsay, Cora & Knight, Paul (2011). Learning and Teaching English. Oxford University Press.
New York.
Skehan, Peter (2001). A cognitive approach to language learning. Oxford University Press.

Links de apoyo:
https://www.researchgate.net/publication/280921326_Systemic_Design_Principles_for_Compl
ex_Social_Systems
https://www.afscet.asso.fr/Archives/Systemic-Approach-eng.pdf
https://www.researchgate.net/profile/F_Javier_Murillo/publication/44839433_Effective_school
_improvement/links/0f31753ae6f9b6cedd000000.pdf#page=259
 REFERENCIAS BIBLIOGRAFICAS

Bacanlı, H. (2016). Learning and Teaching Theories, Approaches and Models. Ankara, Türkiye: Çözüm
Eğitim Yayıncılık.

Bentley, M. (2003). Introducing Critical Constructivism. American Educational Studies Association, 1-

15. Retrieved from https://globalsocialtheory.org/concepts/critical-constructivism/

Bodner, G. & Geelan, D. (2001). The many forms of Constructivism. Journal of Chemical Education.

Boudersa, N. (2016). The Importance of Teachers’ Training and Professional Development Programs in
the Algerian Educational Context: Toward Informed and Effective Teaching Practices.
Experiences Pedagiques, 1-15. Retrieved from http://exp-pedago.ens-oran.dz

Celiköz, N. ; Erişen, Y. & Şahin, M. (2016). Learning and Teaching Theories, Approaches and Models.
Ankara- Türkiye: Çözüm Eğitim Yayıncılık.

Dagar, V; & Yadav, A. (2016). Constructivism: A Paradigm for Teaching and Learning. Arts and Social
Sciences Journal, 1-4.

Darling-Hammond, L. (2006). Constructing 21st-Century Teacher Education. Journal of Teacher

Education, 1-15. Retrieved from Journal of Teacher Education

Donnadieu, G., Durand, D., Neel, D., & Nunez, E. &.-P. (2003). The Systemic Approach: what is it all
about? Retrieved from https://www.afscet.asso.fr/Archives/Systemic-Approach-eng.pdf

Ertmer, P. & Newby, T. (2006). Behaviorism, Cognitivism, Constructivism: Comparing Critical Features
from an Instructional Design Perspective. Performance Improvement Quarterly, 1-27.
Retrieved from http://vcs.ccc.cccd.edu/crs/special/ertnew1.htm

Harris, A. & Chrispeels, J. (2006). Improving Schools and Educational Systems. Retrieved from
https://www.researchgate.net/profile/F_Javier_Murillo/publication/44839433_Effective_scho
ol_improvement/links/0f31753ae6f9b6cedd000000.pdf#page=259

Jones MJ, A. L. (2002). The impact of constructivism on education-Language, Discourse, and Meaning.
American Communication Journal , 1-10.

Kidd, T. & Song. H. (2008). Handbook of Research on Instructional Systems and Technology. New York:
Igli Global.

Kirschner, P. & Merriënboer, J. (2018). Ten Steps to Complex Learning A System Approach to
Instructional Design. New York: Routledge. Retrieved from
https://books.google.com.ec/books?hl=es&lr=&id=929QDwAAQBAJ&oi=fnd&pg=PP1&dq=co
mplex+approach&ots=dOG5vCjJRq&sig=ttZX-tPZ7jz4-
5Wsw6kFOiLSuMM#v=onepage&q=complex%20approach&f=false

Raskin, J. D. (2002). Constructivism in Psychology: Personal Construct Psychology,. American

Communication Journal, 1-29.

Tolman, E. (1932). Purposive behavior in animals and men. New York: The Century Co.