Four-level embedding of target pedagogies within a course: knowledge, active experience, feedback, and personal impact

Design · All designs
Evidence · 2 claims (2 for) · 1 study (1 causal), q2 · 0 of 1 report an effect size · 2 claims rest on one study

Description

A course design pattern in which the pedagogies being taught are themselves used as the medium of instruction at four levels: "first introduced at a knowledge and awareness level, then in skill building through active experience, in 'real world' application with feedback, and then at a personal impact or consequential level as part of the course assessment". For example, pre-service teachers learned cooperative learning by experiencing Jigsaw II as the workshop medium, met in collaborative groups using each approach to prepare for quizzes, and used the practices in ways that affected their grades.

Design Implications

Context

Requirements

• Common features such as self-questioning, peer mediation, structured collaborative problem solving, authentic assessment, advance organization and concept mapping are folded into a research-driven framework
• Feedback mechanisms that let the schema evolve as participant capacity grows

Constraints

• Generalizability is limited to one university course, an available population, and a quasi-experimental design; instructor differences across sites could not be fully ruled out

Target Learners

• pre-service teachers in inclusive education coursework

Learning Goals

• mastery of evidence-based inclusive pedagogies including explicit teaching, cooperative learning and differentiation

Claims

• Embedded Design Higher Pck Posttest [+M]
• Insitu Hours No Achievement Gain [+M]

Related Designs

• Five design principles for a technology-rich active-learning teacher education course
• Six-week co-taught literacy unit embedded in special education methods courses
• Immersion-based embedding of CT skills in systematically designed subject matter instruction
• Self-organizing systems approach to course design, with embedded design as the pivotal principle

Examples

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Key Sources

• Lancaster, J., & Bain, A. (2019). Designing University Courses to Improve Pre-Service Teachers' Pedagogical Content Knowledge of Evidence-Based Inclusive Practice. Australian Journal of Teacher Education, 44(2). https://ro.ecu.edu.au/ajte/vol44/iss2/4

Page metadata

Field	Value
type	design
id	four-level-embedded-design-course-pattern
title	Four-level embedding of target pedagogies within a course: knowledge, active experience, feedback, and personal impact
description	A course design pattern in which the pedagogies being taught are themselves used as the medium of instruction at four levels: "first introduced at a knowledge and awareness level, then in skill building through active...
status	review
generated	by process:settle-candidates on 2026-11-02
trust	unverified — no one has confirmed this page's content
sources	1 — lancaster-2019

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