An interesting piece on The Conversation about teaching techniques, but if you only read the first part you could get a totally wrong idea. Therefore I want to share the final part, as it’s the real reason why this article by Kevin Donnelly is so relevant:
There’s not just one way to teach
To argue that some teaching and learning strategies are ineffective does not mean that there is only one correct way to teach. While research suggests some practices are more effective than others, it also needs to be realised that teaching is a complex business. Teachers need various strategies.
In the early years of primary school, children need to memorise things like times tables and poems and ballads so that they can be recalled easily and automatically. Education is also about curiosity and innovation and there will be other times when rote learning will be unsuitable – for example, when students explore a topic that excites them and where they undertake their own research and analysis.
Depending on what is being taught, what has gone before and what is yet to come, whether students are well versed in a particular area of learning or are novices, and even the time of day, teachers must adapt their teaching to the situation and be flexible.
The problem arises when teachers and teacher education academics privilege one particular approach to the detriment of all others.
Some posts on this topic you should check:
- Hattie and Yates on discovery learning and low ability students
- Student-centred activities are effective for most 1st graders, but not for low achievers