William Cope
Wei Liu
Pinakini Shah
Greg Jack
Leah Goldberg
Nell C Rundle
Bahar AnahmiasNew Learning MOOC’s Updates
Didactic Education: The Modern Past
Didactic pedagogy is relatively old, with roots as old as writing. However, it came to near-universal prominence as a mode of learning in the mass, institutionalized education that emerged almost everywhere in the world in the 19th and 20th centuries. The experience of didactic education is still common today, for a variety of social, cultural and, at times, practical reasons. Mass, institutionalized education allows parents to work while schools take care of children, imparting the basics of reading and writing. Perhaps more importantly, however, didactic teaching inculcates in children a sense of discipline and order. It has teachers and textbooks telling, learners absorbing what they are told, and when it comes to the test, students getting their lessons right or wrong. In the didactic classroom, the teacher establishes a pattern of relationships in which students learn to accept received facts and moral truths, comply with commands issued by the teacher and absorb the authoritative knowledge presented in the curriculum. In these classroom settings, students learn to get used to a balance of agency in which they are relatively powerless to make knowledge themselves or to act autonomously.
Video Mini-Lectures
Supporting Material
- Winston Churchill’s School Days
- Yan Pho Lee’s School Days
- George Orwell’s School Days
- Maintaining Classroom Discipline
- Charles Darwin’s School Days
- Charles Dickens Introduces Mr. Gradgrind
- Audre Lorde’s School Days
- Mahatma Gandhi’s School Days
- 13 Times 7 is 28
Comment: Mention a stand-out idea, or new thought prompted by this material. Use @Name to speak with others about their thoughts.
Make an Update: Parse an example of didactic pedagogy today. When is it appropriate? When is it anachronistic?
Here is an example of didactic pedagogy in use today, along with when it may be appropriate and when it may be considered anachronistic:
Example of Didactic Pedagogy:
In a high school biology class, the teacher is lecturing on the process of photosynthesis. The teacher stands at the front of the classroom and presents a detailed PowerPoint presentation, explaining the step-by-step process of how plants convert light energy, carbon dioxide, and water into glucose. The students are expected to listen attentively, take notes, and memorize the key facts and concepts presented by the teacher.
When is it Appropriate?
In this case, the didactic approach may be appropriate for a few reasons:
1. Foundational Knowledge Acquisition: Photosynthesis is a core concept in biology that students need to understand. The direct transmission of this fundamental information can help ensure students acquire the necessary baseline knowledge.
2. Time-Sensitive Content: Covering the detailed steps of the photosynthesis process efficiently within a limited class period may be better achieved through a didactic lecture format.
3. Student Learning Preferences: Some students may respond well to the structured, teacher-led approach, especially if they prefer clear organization and direct instruction.
When is it Anachronistic?
However, the didactic approach may also be considered anachronistic in this context:
1. Developing Higher-Order Thinking: Beyond just memorizing the steps of photosynthesis, the teacher could incorporate more interactive activities, such as problem-solving exercises or case studies, to help students develop critical thinking and application skills.
2. Promoting Active Engagement: Instead of a passive lecture, the teacher could facilitate small-group discussions, hands-on experiments, or student presentations to encourage active participation and deeper learning.
3. Accommodating Diverse Needs: The strict didactic approach may not effectively cater to students with different learning styles, such as those who prefer more visual, kinesthetic, or collaborative learning experiences.
4. Fostering Creativity: Incorporating more open-ended projects or allowing students to explore the topic in creative ways could help nurture their curiosity and innovative thinking, rather than just focusing on rote memorization.
In this example, while the didactic approach may be appropriate for conveying the foundational knowledge of photosynthesis, it may be considered anachronistic if it is the sole teaching method used throughout the course, as it may limit the development of higher-order skills and the engagement of diverse learners.
Recent changes in the nature of education have been significantly influenced by technology, shifts in pedagogical approaches, and responses to global events, such as the COVID-19 pandemic. Both students and teachers have experienced these changes in various ways.
Example: Transition to Online Learning
Student Perspective:
Many students have witnessed a rapid shift from traditional in-person classes to online learning. This change has both advantages and challenges. On the positive side, students have greater flexibility in accessing educational resources, collaborating with peers globally, and adapting learning schedules to individual preferences. On the downside, some students may face challenges related to internet accessibility, lack of in-person interactions, and potential difficulties in staying motivated without the structure of traditional classrooms.
Teacher Perspective:
Educators have had to adapt quickly to new technologies and online teaching methods. This shift has required the development of digital literacy skills, redesigning curriculum for online delivery, and finding innovative ways to engage students remotely. Teachers may find opportunities in leveraging multimedia resources, interactive platforms, and asynchronous learning. However, challenges include addressing the diverse needs of students in a virtual environment, ensuring equitable access to resources, and maintaining a sense of connection and community.
yes
I believe that today in a fast changing world it is not enough to employ one approach only.
The way multiplication tables are still taught to young children in Spain.
When I learned them, they were tables that we had to learn by heart (without logical thinking), repeat ad nauseam and test ourselves on them.
To my surprise, my nephews are being subjected to such horror. So, besides scaring me, it makes me think. Have we really learned to teach mathematics in Spain in a didactic way or is it simply intended to be memorized?
Can it be useful to learn the multiplication tables by heart?
From my point of view, I think that more effective techniques have been developed to teach these subjects. In such a way that, in addition to satisfying the academic curriculum imposed by the government, it can be a transmission of knowledge that provides greater value. For example through play and cooperative learning, where the main objective is to achieve logical-mathematical thinking and meaningful learning.
My answer is based on the reading of this student teacher's final thesis: https://reunir.unir.net/bitstream/handle/123456789/4777/RODRIGO%20HUETE,%20NOEMI.pdf?sequence=1&isAllowed=y
The didactic approach of learning traps the learners in a one way feeding experience. Nothing is required from the learners and nothing is done to motivate them. More than that it is often forbidden for them to act differently as they silently listen and absorb knowledge without any meaning for them.
A lot of humorist translate this and the growing opposition to this like elie Kakou (https://www.youtube.com/watch?v=014aZAw6JeI) or Isabeau de R (https://www.youtube.com/watch?v=KenWAvzaOg8 ).
The French education science professor Jean Houssaye introduce the concept of Didactic Triangle (https://fr.wikipedia.org/wiki/Triangle_p%C3%A9dagogique ) to explain education as a complex system with 3 points.
The 3 points are Teacher, Student and Knowledge.
For Houssaye, in this relation 2 points are often emphasized to the detriment of the third one.
For didactic pedagogic, the emphasis is made on the Teacher and Knowledge with few or no importance given to students.
In this model, we also have to keep in mind that
- if we privilege the relation between Students and Teacher, the Knowledge may be neglected
- if we privilege the relation between Students and Knowledge, the Teacher may be seen as useless and Students may feel abandoned.
We must be vigilant on these aspects.
Nowadays, children are now more vulnerable compared to the old ones.
Nowadays, children are now more vulnerable compared to the old ones.
Today's students behave differently even if they are Senior High students, therefore classroom management is crucial. There were instances when you weren't sure what they were up to. You must seriously consider a plan of action as a teacher to curb their misbehavior.
When you as a teacher do something against the students, you will be the one who suffers the consequences, unlike in the past when teachers were able to administer corporal punishment.
Classrroom Rules and Regulation is the number 1 key to a peaceful and harmonious relationship of learners and teachers.