Background Model
The staircase model above suggests that most education takes place progressively through 5 stages (described below) and that stepping up to the next stage is enabled by a particular type of pedagogy or approach to teaching (also described below).
5 LEARNING STAGES
1. MEMORIZE FACTS: through repetition and/or recollection, quantitative and qualitative data are committed to the mind (example = remembering the “rules of the road” in preparation for getting a driver’s “L” permit).
2. COMPREHEND INFORMATION: these facts are organized into similar, different, and metaphoric relationships or patterns by the human mind (example = understanding how the accelerator, brake, steering wheel, and gear shift work before driving the vehicle).
3. APPLY KNOWLEDGE: When facing familiar situations, like the ones in which learning previously occurred, the learner is able to repeatedly utilize information and evaluate the effectiveness of this information to solve problems, make decisions, or complete tasks (example = demonstrating that you can drive the car in parking lots and/or on residential streets well enough to pass a specific examination).
4. GENERALIZE WISDOM: When facing unfamiliar or unknown situations, unlike previous settings for learning, the learner is able to employ knowledge and evaluate the effectiveness of this knowledge to solve problems, make decisions, or complete tasks, and to further refine sound judgment (example = practicing your driving on major roads or freeways to a standard that suits all operating environments).
5. SYSTEMATIZE INNOVATION: this wisdom is used to test, create, or change theory, practice, and systems (example = inventing a new way of driving or designing an original automobile).
In an ideal and perfect world, we should mostly concentrate on memorization in elementary school, comprehension in middle school, application in high school, generalization in undergraduate studies at university, and systematization in graduate studies at university. With the advent of globally accessible information through the Internet, why are we wasting time and brain power memorizing facts at college?
4 PEDAGOGICAL STEPS
1. DIDACTIC Pedagogy (Didaskogogy): teacher directed, subject-oriented, standard curriculum, instructional lecture, convergent thinking, passive reception of expert ideas (examples = lecture, guest subject matter expert, testing, writing, reading, panel debate, presentation, laboratory, role play, book exercise, project, case study, tutorial, etc.)
2. REFLECTIVE Pedagogy (Andragogy): learner centered, self-motivated, very flexible curriculum, facilitated experiential discussion, divergent thinking (examples = peer teaching, simulation, demonstration, internship, service learning, field trip, game, dialog, discussion, questioning, reflection, etc.)
3. TRANSFORMATIVE Pedagogy (Allagegogy): self-determined, motivated to make a difference, tailored curriculum, coached cognition, critical thinking (examples = cooperation, collaboration, team-based, dyad/triad, breakout/buzz group, micro/macro interaction, etc.)
4. CREATIVE Pedagogy (Eurimatigogy): shared process, change motivated, life curriculum, teacher free, creative thinking (examples = concept mapping, mental models, brainstorming, imagination, tertiary thinking, etc.)
These instructional methods are best viewed as different positions on a continuous spectrum and not as a divided "quadrachotomy" or four independent approaches. As learners progress along the continuum from didaskogogy through andragogy and allagegogy to eurimatigogy, they shift from student through co-teacher and teacher to inventor roles, while the faculty member also moves from instructing through facilitating and mentoring to observing. Avoid being stuck in a single philosophy of teaching; be flexible and move freely among the range of opportunities and challenges.