If we were, hypothetically of course, to take an MRI of our potential learner’s brain there probably would be increased activity on the screen
showing involvement when responding to questions posed by the instructor. Wouldn’t this indicate more learner interest and focus as opposed to the opposite, more of being taught and told leading to more learner passivity and less involvement ?
What about following up with very quick questions for each segment of learning to check for learner understanding before going on?
What about “Socratic-like” questioning? Socrates’ questioning was based on leading questions, he had an agenda in mind. Our questions would be more open-ended, showing true interest in individualized student perceptions and learning. There would be much less of a pre-conceived agenda. The student’s view would be spontaneous. And what about the instructor’s additional “listening” for student feelings, beliefs, and excitement? Again, perhaps the instructor may confirm what s/he thinks is understood by the student with (“Guess what?”) a follow up question!
Can this interaction be practical in a crowded classroom versus one-on-one? Probably not, but although it would be very difficult isn’t it well worth a try?
Ron is tutoring and mentoring in the West Village
