What kinds of pedagogy support authentic, project-based learning? According to the CTW model, pedagogy and classroom design should favor an activity-oriented, student-centered approach to teaching that moves the focus away from the teacher to the student. In contrast, a more conservative, traditional pedagogy would emphasize teacher behaviors for transmitting knowledge and skills in a clear, well-structured, and efficient manner (Collins, in press; Prawat, 1995).
The mini-sabbatical emphasized several teaching techniques to help guide student learning: modeling, coaching or scaffolding, and fading. A teacher can model a process or demonstrate how something works. Students learn through observation. Coaching is more directed than modeling and may involve asking questions to focus students' thinking, supplying hints, or providing information to help students move to the next step. Teachers can also provide physical supports such as diagrams or cue cards. These support techniques or "scaffolds" help guide the students' learning without taking control over it. As students progress, a teacher can withdraw these supports or "fade," until students can continue on their own.
In designing the curriculum, teachers had to think about how to incorporate their instructional goals, classroom design, and teaching techniques and describe them on the "template." Teachers practiced these techniques when they taught their curriculum units. They then viewed videotapes of their teaching and received feedback from mini-sabbatical staff and peers.