Didactic and dynamic? It can be done
"It hurts, but sometimes rote learning is right" (Comment, 24 October) embraces an intriguing paradox. Arguably, a teacher must impart knowledge, but this must be balanced with dynamic and pupil-centred learning. Yet it would appear that much teaching today has become formulaic in the extreme. Would it not be possible for a teacher to achieve an outstanding lesson observation from the inspectors but for the session to lack detailed subject knowledge input?
I wholeheartedly agree that lessons shouldn't just be fun - they need to be creative and must serve a purpose. For me, the ideal lesson has an eclectic mix of knowledge delivery and learner-centred activity. Surely there is no reason why these styles - didactic and learner-centred - cannot coexist, inspiring our students with passion and meaning.
Mark Damon Chutter
Faculty lead for English, Roedean School, Brighton
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