PEDAGOGICAL TEACHING MODELS (TRADITIONAL AND CURRENT) - ECONOMÍA - 2025

The pedagogical teaching models are the different regulated constructions in which the contents to be taught, the methodology, the schedules or the disciplinary procedures that the teachers must apply in the classrooms to the students are defined.

Because there are different ways of learning, since each student is unique, teachers must be armed with different pedagogical models to be able to adapt to different situations.

Traditionally, there was talk of three different pedagogical models, but in recent years new ways of teaching have been opening up. In this way, it is intended to achieve greater flexibility when transmitting knowledge to students.

Some of the most used models are the traditional, the behavioral, the constructivist, the cognitive or the social. In any case, all pedagogical models always focus on three elements:

- What is intended to teach.

- How it is intended to teach.

- How to measure whether learning has been achieved.

Main pedagogical teaching models

Until relatively recently, most educational institutions used a single pedagogical model, known as the traditional model.

At the same time, the theoretical foundations of two other teaching models began to be developed: the behaviorist and the constructivist.

Later other teaching models were created that have become popular over time. Some of the most important are cognitive, social, and romantic.

Traditional teaching model

The traditional pedagogical model is known today as the "traditional teaching model", although it was originally called the "transmission model". This model understands teaching as a direct transmission of knowledge from the teacher to the student, putting the focus entirely on the latter.

Students are seen in the traditional model as passive recipients of knowledge, without the need to play a role in their own learning process. The teacher will have to strive to present what he knows as clearly as possible, so that students can come to understand and memorize it.

The teacher must, therefore, have great communication skills in addition to being an expert in his subject. Otherwise, the student will be unable to acquire the necessary knowledge to conclude that the learning has been successful.

In addition to this idea, some of the bases of the transmission model are the following:

• Students must learn through the use of self-discipline, as it is necessary for them to repeat the knowledge over and over again so that they can memorize it. Therefore, proponents of this model believe that it is helpful in building the character of students.
• Innovation and creativity are totally ignored, with learning focusing instead on memorizing data and ideas.
• Learning is based almost exclusively on the ear, so it is not very effective for people who learn better through other senses.

Despite the fact that the low effectiveness of this teaching model has been demonstrated on numerous occasions, it is the one that continues to be used predominantly in almost all modern societies.

However, although it is not a valid model for most learning situations, it does have a place at certain times.

For example, when the transmission of pure data or very complex theories is necessary, the transmission model is still the most useful to achieve a correct learning.

Behavioral pedagogical model

Skinner, father of radical behaviorism

The behaviorist pedagogical model is based mainly on the studies of Pavlov and Skinner, creators of the current of psychology known as behaviorism.

The creators of this branch of thought argued that it is impossible to measure the mental processes of people, and that therefore, it is necessary to focus on observable behaviors.

Based on this idea, the behavioral pedagogical model tries to set a series of learning objectives that can be directly observable and measurable. The students, through the use of reinforcements and different types of stimuli, will have to achieve these objectives in a certain time.

In this sense, the behaviorist model is much more personalized than the transmission model, since, in order to set the learning objectives, the educator has to first evaluate the starting point of each of the students.

The role of the teacher in this model, therefore, consists of the following:

• Study the prior capabilities of the learners
• Teach them the methodology to follow
• Administer reinforcements when one of the objectives has been achieved
• Check if learning has occurred

This type of learning occurs, for example, in the practice of sports or in the practice of a musical instrument. In these areas, the teacher limits himself to setting the student's objectives, correcting the failures that occur, and reinforcing him when one of the intermediate goals has been reached.

Some of the basic ideas of the model are as follows:

• The teacher is no longer an essential figure, and the focus is placed on the student and the learning objectives to be achieved.
• The student has to actively participate in their education, since they learn by doing.
• Much emphasis is placed on repetition and practice to master the required learnings.
• Individual teaching is preferred, contrary to the previous model, where a single teacher is in charge of a large number of students.

Constructivist pedagogical model

This pedagogical model, unlike the traditional one, considers that learning can never come from a source external to the student. Rather, each learner has to "build" her own knowledge (hence the name of the model).

Therefore, the constructivist pedagogical model is opposed to passive learning in which the teacher is the source of all knowledge; and it also differs from the role of the teacher as a source of reinforcement and encouragement.

In this model, the teacher must create the appropriate conditions so that the student can build their learning. Some of the basic ideas of this model are the following:

• For a teaching process to be effective, what is known as meaningful learning must occur. The student has to believe that what he is learning can serve him well in real life. Therefore, the teacher must adapt the learning objectives based on the characteristics of her students.
• Because in general there is no single way to solve problems or perform a task, the constructivist model encourages discovery learning. Teachers do not have to give an answer to every question posed by learning, but must provide students with the necessary tools to discover them for themselves.
• Learning must occur gradually, so that students always have a challenge, but it is not so great as to demotivate them or prevent them from progressing.
• Learning is done in most cases by imitating a model. By observing a person who has already mastered what they want to learn, students are able to retain and later reproduce their behaviors. This process is known as "vicarious learning."

In the constructivist pedagogical model, the focus is on learning by competencies. The teacher must determine what skills, knowledge and attitudes are necessary for the development of an effective life.

Once the basic competences that the student must learn have been determined, the most effective way to acquire them will be sought based on the theory of multiple intelligences.

This theory considers that, instead of having only one type of general intelligence, each person has greater or lesser ability in seven different areas.

This pedagogical model is based above all on the theories of Vygotsky and Luria, two Russian social psychologists of the first half of the 20th century.

Cognitive pedagogical model

Jean Piaget, one of the pioneers of evolutionary psychology. Source: Unidentified (Ensian published by University of Michigan)

The cognitive model, also known as the developmental model, is based on the studies of the Developmental Psychology of Jean Piaget. It is based on the idea that human beings go through different phases in their intellectual maturation, in such a way that learning has to be adapted to the time and age of each student.

The role of the teacher, therefore, is to detect in which of the stages of development each student is, and to propose learning accordingly. In this sense, it is also about meaningful learning.

In this pedagogical model, the focus is removed from the learning objectives as such. On the contrary, what is important is that the student acquires certain ways of thinking and mental structures that make it easier for him to achieve learning on his own.

Social pedagogical model

This model is based on the maximum development of the capacities and concerns of the students. In this sense, from the social pedagogical model not only scientific or technical contents are studied, but the acquisition of values ​​and attitudes that promote a better coexistence in society is also promoted.

This approach is characterized by the emphasis placed on teamwork, since it is considered that a group will always be able to solve larger problems than an individual on their own.

Again according to meaningful learning theory, the teachings have to be applicable in the real world. The teacher, therefore, must be in charge of posing challenges and questions to the students, who must solve them by collaborating with each other while improving their social skills.

Romantic pedagogical model

The romantic model is based on the idea that it is necessary to fully take into account the inner world of the student. The learner therefore becomes the focus of the learning process, which will take place in a protected and sensitive environment.

The basic idea of ​​this pedagogical model is that the child already has within him everything necessary to become a valid and functional person. The role of the teacher, therefore, is to allow the student to develop freely and find their own answers.

In this sense, the romantic pedagogical model is based on the currents of humanistic psychology and on the idea of ​​non-directivity.

Pedagogical model by discovery

In discovery learning, the child has an active role, it is not the receiver, but the person who acts in the world to learn. This model is also called heuristic and is opposite to the traditional one, in which the student is a passive recipient of what the teacher teaches him.

Some of its basic principles are:

• Children have a natural ability to learn, play and participate in the world.
• An important part of learning is problem solving.
• Hypotheses are created and tested.
• The child has an active role in learning.
• The sociocultural environment influences, since the learning experiences that the child has will depend on this.

Sudbury Model

This model was born and developed at the Sudbury School, located in Framingham, Massachusetts. Its pedagogical system is possibly one of the most opposed to the traditional school model, since it is based on the freedom of the individual to choose the teachings that they see interesting and not those that are imposed by an educational system.

There is no teacher-student hierarchy, no curricula or uniforms, they simply trust that learning is acquired from a by-product of ordinary experience.

References

1. "Teaching models" in: Wikipedia. Retrieved on: January 30, 2018 from Wikipedia: es.wikipedia.org.
2. "The constructivist pedagogical model" in: Participatory management. Retrieved on: January 30, 2018 from Participatory Management: gestionparticipativa.coop.
3. "Traditional pedagogical model" in: Pedagogy and didactics. Retrieved on: January 30, 2018 from Pedagogy and didactics: sites.google.com/site/pedagogiaydidacticaesjim.
4. "The social - cognitive pedagogical model" in: Social constructivism. Retrieved on: January 30, 2018 from Social Constructivism: sites.google.com/site/constructivismosocial.
5. "Behavioral pedagogical model" in: Pedagogy and didactics. Retrieved on: January 30, 2018 from Pedagogy and didactics: sites.google.com/site/pedagogiaydidacticaesjim.