Pedagogical characteristics of classroom learning tasks: a three-dimensional methodological framework

In recent years considerable advances in both theoretical formulation and in methodologies have appeared in the Educational effectiveness research field. Yet there is a significant lack of studies that are focused on the effectiveness of learning tasks. Structured content analysis of learning tasks can provide information about learning opportunities and therefore, it has the potential to refine this field. The goal of this study was to describe and demonstrate a methodological framework for evaluating the quality of learning tasks based on innovative developments in the field of education. The methodological framework includes three dimensions: educational principles and practices, high-order thinking skills, and psychological approaches to learning. The methodology was tested in four learning contexts: inter-disciplinary inquiry lessons; mathematics; sciences; and extensive narrative subject lessons. Pedagogical differences were characterised. The tool makes several theoretical and practical contributions: It can serve researchers in pedagogical characterisation processes; it can advance teachers’ professional development with a focus on the development of the ‘new teacher’ as a designer of effective learning environments; and it can be used to mediate between theory and practice.