Identifying Barriers




Active teaching, training, and learning is based on the notion that knowledge can be constructed by both learners and teachers/trainres. By challenging the authority of the teacher/trainer as ‘the’ person in the classroom who possesses knowledge, it may engender cultural resistance. There are also a number of practical issues affecting the proper implementation of active teaching, training, and learning:


   Listen to 'Maggie's Story' by clicking on the headphone icon below. 
   After listening, answer the following question:

              What issues affecting proper implementation of Active
              Teaching, Training, and Learning did Maggie face during her
               teaching career?

   List your answers in your study notebook.

Maggie's Story  Audio player: Maggies%20story%20%28online-audio-converter.com%29.mp3


A spectrum of approaches

Teacher/Trainer may find it hard to select an appropriate method or technique for active teaching/training. To promote quality teaching/training and learning, teachers/trainers do not need to rigidly divide learner-centred from teacher-centred approaches. In the spectrum of pedagogical approaches, teachers/trainers change their practice throughout the different modules of a course, or even in a single lesson in order to choose the specific approaches that will best serve the lesson objectives. In one single lesson for instance, some direct teacher/trainer-led instruction may be followed by inquiry-based activities. It remains up to the teachers’/trainer's professional judgment to find the best ways to guide learning. 

The following factors can help teachers/trainers select the appropriate methods and techniques of teaching:

  • Lesson objectives;
  •  Learners' learning style;
  • Nature of content; 
  • The age of learners; 
  • Time bound.

   

  2.3 Barriers in integrating Active Teaching and Learning                                            TAKE QUIZ 2

Last modified: Friday, 20 September 2024, 1:15 PM