Theory Name: Strategic Teaching Framework (STF)

Authors (Last, First): Jones, Beau F.; Knuth, Randy A.; Duffy, Thomas M.

Associated Learning Theory:
Strategic learning based on constructivist perspectives: partially based on the notions of Cognitive Flexibility Theory (Sprio, 1993) which suggests that multiple cases and multiple goals within a case will promote successful learning.

Model Description:
The Strategic Teaching Framework provides seven critical dimensions that can be useful to describe teaching/learning environments. Based on the conceptual framework, the authors develop the STF Hypermedia Library which is a video library of whole classroom sequences of instruction. It is planned to develop as many as 64 video classrooms, each accompanied by supporting auditory commentary, text and graphics materials (such as lesson plans and research articles), and a telecommunications function that allows the exchange of electronic mail between system users and experts featured in the classroom videos.

Specification of Theory
(a) Goals and preconditions
To provide learning and professional development opportunities for teachers and administrators.
(b) Principles
STF consists of seven critical dimensions: 1) Goals and metaphors that drive learning and instruction: situate all learning within authentic contexts; 2) Learner characteristics, responsibilities, and values: develop rich mental models of classrooms by presenting examples of exemplary classes for a full class; 3) Teacher characteristics, responsibilities, and values: provide multiple perspectives on classroom activities from various experts; 4) Tasks that define the nature and level of achievement: anchored instruction; 5) School characteristics (context) that support teaching and learning: provide flexibility of time and access, and cost-effective resources; 6) Principles of sequencing: the learner work to identify their own needs and will sequence their experience in a way which will maximize their own learning; and 7) Principles of assessment: provide reflection opportunities
(c) Condition of learning
The theory focuses on professional development. The Hypermedia Library is developed based on the STF framework.
(d) Required media
1) STF Hypermedia Library is a video library of whole classroom sequences of instruction: require a graphically based computer system, a laserdisc player, and a television monitor; 2) videoconference and guidebooks entitled “Restructuring to Promote Learning”
(e) Role of facilitator
Helping the learners to improve their practice amounts to helping them learn to become strategic learners.
(f) Instructional strategies
Most instructional activities are based on anchored Instruction
1) The instructional tasks are defined and realistically situated to promote flexible response (problem solving skills)
2) The tasks center around a variety of knowledge, skills, and values that participants will need to restructure a school (target learner group is teacher and administrator)
3) Provide a sequence of perspectives from various experts such as researchers, administrators, and teachers.
(g) Assessment method
Authentic and performance-based assessments to evaluate learner’s own knowledge, skills, and values. Provide “pre-conference” activities to access prior knowledge and a series of follow-up activities for participants to apply their own idea to their own particular setting: evaluation checklist, discussion questions, suggesting survey efforts, and assessment example are provided.

Formative Research & Application
(a) Tested context: Higher Ed.: professional development
(b) Research method: Qualitative
(c) Research description: Lambdin, Duffy, and Moore (1996) investigated how use of an interactive videodisk information system, the Strategic Teaching Framework (STF), helped preservice teachers expand their visions of teaching, learning, and assessment in mathematics, and helped develop their skills in translating that vision into action in the classroom. The data that was collected documents how students felt about the value of specific STF features, STF's "fit" as a curriculum component, and STF's impact on understanding. Reactions indicated that STF aided students in class arrangement, self-criticism, and feedback to fellow learners. It also stimulated reflection about teaching philosophies that continued to develop throughout the course
(d) Resources
Jones, B. F., Knuth, R. A., & Duffy, T. M. (1993). Components of constructivist learning environments for professional development. In T. M. Duffy, J. Lowyck, & D. H. Jonassen (Eds.). Designing environments for constructivist learning (pp. 125-137).