Ask, Don’t Tell: A learner-centred approach to education
Many institutions teach by showing or telling and assess by asking. i.e. transmission of knowledge followed by elicitation of that knowledge. Whereas, in a learner-centred approach, both teachers and learners learn by asking and demonstrate acquisition of knowledge by building and showing. This mismatch in learning and teaching styles is at the root of many of the problems that occur when educators introduce a new regime of teaching approaches that fail to take account of the misalignment outlined above.
Philosopher Richard Garlikov advocates use of the Socratic Method as a teaching tool, where the teacher asks leading questions of students rather than telling them facts to be recalled at a later time, such as during an exam. In an experiment conducted with 22 third graders in an elementary school (presumably in Birmingham, Alabama), he used a socratic approach to teach the basics of binary arithmetic over an afternoon…
View original post 101 more words