As computational design methods grow more common in landscape architectural education and practice there is a growing need for pedagogical approaches that teach these new methods in the terms of our own discipline. In contrast to established approaches, that largely cater to the tasks involved in design buildings, a landscape context requires a re-framing of how computational methods are used; often involving a shift away from form and towards landscape dynamics as the prime driver of design development. This adaptation is discussed here in terms of several key approaches developed when using parametric modelling as part of a teaching practice across a range of contexts