Pyramids and learning cones: from abstraction to hierarchization of learning strategies

Abstract

Pyramids and learning cones are resources commonly used in the school environment to defend that the pedagogic practices that favor the more active participation of students are the most efficient. Most of the time, these pyramids and cones are associated with the studies of William Glasser and Edgar Dale. These researchers, however, did not create a hierarchy of more efficient strategies, much less associated those strategies with the percentage of success or failure in learning. At some point this association was created and became, over time, an argument from authority. In view of this reality, the purpose of this article is to discuss the uses of these learning staples, often referred to as pedagogical practices of success.