In teaching there is so much to think about that it can be easy to forget about our actual approach. Sometimes we give more thought to the classroom layout than we do to the actual design of the course that we are going to teach. Often, of course, the choice is out of our hands. As teachers of public examinations - whatever course that may be - the decision of course content is set in stone. Sometimes the usefulness of the course content to our students can be questionable and sadly there is not much we can do about that.
Nevertheless, it is possible - even within the confines of a syllabus - to expound your beliefs about the best way to teach. I, for one, am a keen exponent of a more constructivist or cognitive approach. Yes, perhaps there are issues about the teaching space and the time available to me but I am able largely to proceed without getting bogged down in these issues.
So what is it about the cognitive approach that entices me? I really like the idea of helping my students to develop their minds, to discover how to develop their minds. I want my students to learn how to learn. A skill that they can take with them for life. This skill, in itself, is so important given the ever changing world in which our students live. It is well reported all over social media and undoubtedly elsewhere that the students of today will need to become masters at a variety of different jobs on a much more frequent basis than ever before. Thus they are going to need opportunities that will help them to utilise and strengthen their intellectual capacity.
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