Time For a Fresh Perspective: Part Two
As anyone who has been regularly confined within a lecture theatre or classroom dominated by a group of potentially bored, truculent or disaffected young people will testify, teaching is not an art, it’s a skill.
Like many skills, those required for the delivery of education involve the ongoing acquisition of subject knowledge and practical techniques, and the judicious application of these constitutes the individual’s teaching strategy.
But as those of us involved in the provision of higher education move towards increasingly diverse methods of delivery, we must consider the implications for our current teaching strategies, and this will mean reassessing our skillset and rethinking our process and practice.
“If you want to use television to teach somebody,
you must first teach them how to use television.”
Put simply, the process of teaching requires the educator to facilitate an engagement with the learner that forms a constructive, interactive relationship.
During this engagement, there is usually a dissemination of information, which involves the contextualisation of the key elements within this information, the gauging of the degree to which this information has been absorbed by the learner, any reinforcement and/or remedial action as required, where this fits within the overall programme of study, and how this knowledge may be applied in a future context.
All of this notwithstanding, there is also the question of the nature and structure of the communication and the vehicle that supports it. Not only must the educator decide what must be communicated (lesson plan), but also how it will be communicated (methodology), as well as what form it will take (materials and media).
However, overriding all of the above is the influence exerted by the human element; and this is where things start to get a bit tricky…
The complete article can be accessed by following this link.