{"id":87,"date":"2009-04-04T05:50:18","date_gmt":"2009-04-03T19:50:18","guid":{"rendered":"http:\/\/primaryschooling.net\/?page_id=87"},"modified":"2012-07-16T23:27:01","modified_gmt":"2012-07-16T13:27:01","slug":"didactic","status":"publish","type":"page","link":"https:\/\/primaryschooling.net\/?page_id=87","title":{"rendered":"Didactic Strategies"},"content":{"rendered":"

The left-hand extreme features the sermonising strategy.\u00a0 Priests and Ministers use this technique regularly during their weekly instruction, when they\u00a0talk to\u00a0a large group of people. A good test of its efficacy is to stand outside a church on a Sunday morning at the completion of a service, and ask members of the congregation what the sermon was about.\u00a0\u00a0Sermonising \u00a0is a legitimate didactic-teaching technique nevertheless, and some are better than others at using it.\u00a0 Instructional techniques at this end of the spectrum are favoured where there is a large group to be taught.\u00a0On such occasions, there is little choice. It has to be a \u2018jug to mug’ process of instruction.\u00a0<\/p>\n

\u00a0It can be improved upon as a teaching technique if a chalkboard is used or an OHP or a Power-point presentation or some other appropriate teaching-aid.\u00a0 Just listening has limitations, so, as one moves along the continuum, sincere learning-attention is increased as more senses become involved.\u00a0 Eyes and hands join in.<\/p>\n

In my own time as a student-teacher, we were instructed in \u2018school method’ and the textbooks of the time emphasized only\"drew3\" adult-controlled techniques.\u00a0 We were obliged to practise our blackboard writing as often as possible.\u00a0 We were instructed on how to write on the black-board while keeping alert for misdemeanours that might be committed behind our backs.\u00a0 We also learned not to repeat the reply to our questions because children must learn to remember what we tell them.\u00a0 I don’t recall learning much more than this from our lecturers.\u00a0 We learned more practical useful tricks of the trade from teachers at our practising schools, but \u2018teaching strategies and their application’ were never part of any academic offerings.\u00a0They\u00a0should be. When the study of the use of\u00a0all teaching strategies \u00a0is combined with the knowledge of teaching and learning research as revealed by Dunkin\u00a0 by Gage\u00a0 by Biddle and others [i.e. what really happens in the teacher-pupil exchanges], the topics become ones of high academic calibre and of prolonged study.<\/p>\n

As one describes teaching techniques, moving from left to right one can also see that teachers move off the stage and pupils start to believe that they have control over their learning.\u00a0 As group practices are brought into play, pupils are allowed to talk to each other and learn from each other.\u00a0 There is an enormous number of group settings [5. Learning in Small Groups]<\/span><\/a> and, as we move along further, the teacher’s role starts to become one of confidence trickster.\u00a0 They \u2018set up’ the learning exchanges.\u00a0 As we move more to the right, pupils undertake learning with greater enthusiasm because they start to believe that they have some control and they want to learn more about the issue and share personal achievements with their teacher, because the learning has become theirs.\u00a0 It’s a natural thing for pupils.\u00a0 As for teachers, they are teaching learnacy at the same time as they are pupilling knowledge.<\/p>\n

As they move along the continuum of teaching strategies towards the more maieutic, the strategies become much more complex and demanding\u00a0but much more effective.\u00a0 The school day usually provides a healthy mix.<\/p>\n

Consider the maieutic, keeping in mind that true learning resides in each individual. It has to emerge.\u00a0\u00a0It cannot be forced without some crippling\u00a0personal distortion, so its emergence through true learnacy techniques is paramount. The teacher’s\u00a0 pupilling task is to draw it out and refine it.<\/p>\n","protected":false},"excerpt":{"rendered":"

The left-hand extreme features the sermonising strategy.\u00a0 Priests and Ministers use this technique regularly during their weekly instruction, when they\u00a0talk to\u00a0a large group of people. A good test of its efficacy is to stand outside a church on a Sunday morning at the completion of a service, and ask members of the congregation what the … Continue reading Didactic Strategies<\/span> →<\/span><\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"parent":74,"menu_order":1,"comment_status":"closed","ping_status":"open","template":"","meta":{"footnotes":""},"class_list":["post-87","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/primaryschooling.net\/index.php?rest_route=\/wp\/v2\/pages\/87","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/primaryschooling.net\/index.php?rest_route=\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/primaryschooling.net\/index.php?rest_route=\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/primaryschooling.net\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/primaryschooling.net\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=87"}],"version-history":[{"count":20,"href":"https:\/\/primaryschooling.net\/index.php?rest_route=\/wp\/v2\/pages\/87\/revisions"}],"predecessor-version":[{"id":121,"href":"https:\/\/primaryschooling.net\/index.php?rest_route=\/wp\/v2\/pages\/87\/revisions\/121"}],"up":[{"embeddable":true,"href":"https:\/\/primaryschooling.net\/index.php?rest_route=\/wp\/v2\/pages\/74"}],"wp:attachment":[{"href":"https:\/\/primaryschooling.net\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=87"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}