We know too well that teaching is what teachers do while learning is what students do (with some help from us and their peers). In a typical 60 minute lesson, it is not uncommon for teachers to use 80% of classroom time (or more) for explicit teaching of the target materials, thus giving students minimal opportunities to engage in self-determined or self-driven learning. But the problem is that we tend to over-teach our students. It is important to note that all of the activities are teacher-directed students simply follow what has been planned for them. In each phase, the teacher tries to get the students to participate fully in the activities.
In the delivery mode, we provide a clear lesson structure, which often comes in three phases: before, during and after lesson activities.
#Learning discovery professional#
That is, teachers tend to give too much emphasis on delivery (what and how we teach) rather than discovery (why and how students learn).īy delivery he meant how we teachers do our job in the classroom, i.e., delivering our lesson in ways that align with best practices as reported in the professional literature in the hope that students will process and digest our lesson in the most efficient manner. The key point of his talk was very simple, yet powerful. I attended David Wible’s keynote presentation at the 39th ICETL conference hosted by Fu Jen Catholic University, Taiwan on 16 July 2022.
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