Which teaching method for which Learning situation?

Joseph Novak (1998) points out that every educational act consists of five elements:       (1) learner,

            (2) teacher,

            (3) knowledge,

            (4) context,

            (5) evaluation

            Nobody actually is willing to learn lessons that are not inspiring; so this generation Y of learners particularly is. They are not ready to accept anything that does not motivate them? The worst of all is that it becomes tougher to motivate them. This situation zooms and inflates the overlooked question notably “What would ever be inspiring for them?” Taking what they come across daily on their digital gadgets into consideration, nothing is so attractively new to stimulate them. They have almost had enough of everything so quickly that their concentration has been lost in the tiny details of trivial information. How to mend this and start reformulating their perception of the world beneficially is what school nowadays has to focus upon. Methods come and go, but the students are always going to school for learning. Don’t you smell the paradox here? Such is the nature of this era.

            Within this messy interwoven net of information and disinformation, everybody is trapped. What happens is that the learners realize that school is incapable of lending them a salvage hand. With its archaic tools of rescue, school has become unable to pull them out of the moors of social media where the obscurity or diversion is pitch black though it looks as bright as daylight especially for teenagers.

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« Too & Enough » : The missing stitch in the lesson

Introduction

You don’t need to think too much to make sure you are

            In connection with previously published papers on teaching creatively, this one is part of a series of detailed thoughts elaborating on the topic. It consists of meticulous explanations on how to teach “too & enough” in a way that develops the learners’ curiosity and inquiry. The aim shifts from delivering the lesson conventionally to teaching it in a more creative way. Both the teacher and her students have to engage in transforming usual activities in class into challenging cognitive game-like lessons. Interaction will do the rest.

            The teacher should adopt a more lenient way in presenting the target tutorial by allowing the students to give it soft pushes as the lesson progresses. The students, on the other hand, are expected to show their grasp of the lesson about the confusing words “too” and “enough” with adjectives and other parts of speech for instance, by rigorous practice and bright ideas. They should learn to be able to expand their understanding scope of the use and usage of language to go deeper and wider with creative manipulations of these words in different contexts. The more varied and remarkable the sentences are the more creativity takes place.

            The digital students learn in a variety of ways, a little inelegantly through games and interesting assorted exercises; aren’t they multi-tasking learners?! That’s why teachers have to focus on the mental side to rouse their curiosity and encourage them to get engaged and to think creatively. Cognitive methods work well with them. It stretches their scope about learning and beyond. Teachers, especially the young hats, roughly belong to the same generation, so they can find out ways to involve the students in their own learning so as to become able to pave their personal paths into learning creatively and innovatively.  

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