Didactic approach to teaching
Generally, teaching strategies
fall into one of two categories: active learning or inclusive teaching. Active
learning involves directing students to analyze course material. For example,
giving a lecture, assigned readings, group discussions and class activities
that involve problem solving are all active learning teaching strategies.
Direct instruction, indirect instruction, independent study and interactive
instruction are all teaching strategies that are considered to be active
learning.
A didactic approach to teaching refers
to a manner of instruction in which information is presented directly from the
teacher to the pupil, in which the teacher selects the topic of instruction,
controls instructional stimuli, obligates a response from the child, evaluates
child responses, and provides reinforcement for correct responses and feedback
for incorrect ones.
Didactic teaching asserts the
role of the teacher as that of the expert, with the students being receptors of
the teacher's knowledge and experience. Lessons are primarily lecture based,
with this method most often used for the presentation of factual information.
With didactic teaching, it is the student's job to take notes and listen,
answering and giving responses when required.
Didactic instruction is a more
passive model of learning than the Socratic model. In the Socratic model,
lessons are more inquiry-based. Students question and evaluate, with the
teacher being a co-learner. Tasks are more problem-based, with discussion,
dialogue and problem solving being prevalent in the Socratic classroom.
The theory of
didactic learning methods focuses on the baseline knowledge students possess
and seeks to improve upon and convey this information. It also refers to the
foundation or starting point in a lesson plan, where the overall goal is
knowledge. A teacher or educator functions in this role as an authoritative
figure, but also as both a guide and a resource for students.
Functions of didactic method
·
cognitive function: to
understand and learn basic concepts
·
formative-educative
function: to develop skills, behavior, abilities, etc.
·
instrumental
function : to achieve educational objectives
·
normative function :
helps to achieve productive learning, attain required results, etc
Limitations
Though
the didactic method has been given importance in several schools, it does not
satisfy the needs and interests of all students. It can be tedious for students
to listen to the possible lectures. There is minimum interaction between the students
and the teachers. Learning which also involves motivating the students to
develop an interest towards the subject may not be satisfied through this
teaching method. It may be a monologue process and experience of the
students may not have a significant role in learning
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