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Didactic approach to teaching


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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