Teach Don't Tell

George Couros, Connected Principals, Dec 13, 2010
Commentary by Stephen Downes

The diagram presented here is tempting to endorse, partially because it supports the objective of relaxing control and partially because appeals to the sense of gently scaffolded learning support. But. First, why are 'demonstration' and 'control' tied together? Why does the teacher need control in order to demonstrate? I demonstrate stuff all the time in these pages or elsewhere, but I don't exercise any control to do it. Second, one wonders about the time frame for the release of control. If we were teach the very young how to manage their own learning, we could do away with this sort of scaffolding process by the time they are 10. In such a case, the diagram isn't very much of a revelation.
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