Direct Learning
In almost thirty years of teaching, I have consistently found the most effective approach to be that of direct learning; that is, the type of learning that actively engages the student in the material, challenging him or her to struggle with the ideas, participate in the discussions, add his own insights, and even disagree with the teacher. When it works, the discussions are lively, and the students (and teacher) come away energized and transformed.
This is obviously very different than frontal lecturing, and requires a much greater degree of openness and vulnerability on the teacher's part. There is also a hit-and-miss factor to it, such as when the teacher fails to connect the material to the students, or cannot identify the relevant and engaging issues in the topic he or she is presenting. Yet it is precisely that openness that can engage the students even more. Direct Learning is an art, yet it is also something that can be learned and practiced.
The material offered on this site - all of which I have taught on various occasions - is arranged to facilitate this type of study. There are two versions of every handout sheet: one for the teacher, the other for the students. In the margin of the teacher's sheet are various questions that can be raised in the course of the class. Not all of them have to be asked. They are meant to help lead the students to focus on the main points, and to open classroom discussion. On occasion, if I found the students intellectually committed enough, I would give them the same question-formatted sheet that I work from. This allows them to consider the questions themselves, without waiting for me to ask them - and it allows them to follow my own thought processes in addressing the material. Certainly, the questions that I have added on the side are not the last word, and I invite you to formulate your own (and even share with me the ones that work best). Furthermore, the sources need not be studied in the exact order that they are presented. A teacher can skip or go back, if it helps him convey the information better.
Direct Learning works best with small groups of students, where everyone can offer comments, and the teacher can easier tell who understands and who does not. However, I have had success with this method in groups of up to fifty students. In such cases, the entire room was buzzing with thoughts, comments, and debates. At times, it bordered on the chaotic, yet it was also exhilarating.
As I work to improve my own skills as a teacher, I will share my discoveries on this site. I hope you will benefit from them, and I am always grateful for feedback and guidance.
This is obviously very different than frontal lecturing, and requires a much greater degree of openness and vulnerability on the teacher's part. There is also a hit-and-miss factor to it, such as when the teacher fails to connect the material to the students, or cannot identify the relevant and engaging issues in the topic he or she is presenting. Yet it is precisely that openness that can engage the students even more. Direct Learning is an art, yet it is also something that can be learned and practiced.
The material offered on this site - all of which I have taught on various occasions - is arranged to facilitate this type of study. There are two versions of every handout sheet: one for the teacher, the other for the students. In the margin of the teacher's sheet are various questions that can be raised in the course of the class. Not all of them have to be asked. They are meant to help lead the students to focus on the main points, and to open classroom discussion. On occasion, if I found the students intellectually committed enough, I would give them the same question-formatted sheet that I work from. This allows them to consider the questions themselves, without waiting for me to ask them - and it allows them to follow my own thought processes in addressing the material. Certainly, the questions that I have added on the side are not the last word, and I invite you to formulate your own (and even share with me the ones that work best). Furthermore, the sources need not be studied in the exact order that they are presented. A teacher can skip or go back, if it helps him convey the information better.
Direct Learning works best with small groups of students, where everyone can offer comments, and the teacher can easier tell who understands and who does not. However, I have had success with this method in groups of up to fifty students. In such cases, the entire room was buzzing with thoughts, comments, and debates. At times, it bordered on the chaotic, yet it was also exhilarating.
As I work to improve my own skills as a teacher, I will share my discoveries on this site. I hope you will benefit from them, and I am always grateful for feedback and guidance.
