Teaching is Waste of School Hours: Inefficiency of Traditional Knowledge Transfer
In schools, education system is providing talking classrooms in the name of high class teaching. We know that education is designed to be a transformative experience. This is intended to arm students with the knowledge and skills they need to succeed in life.
In fact, the traditional method of teaching is relying heavily on one-way talking, lectures and passive listening. Period teaching system has come under scrutiny for its inefficiency in transferring knowledge to students' brain circuits.
 |
| Teaching Model: Waste of School Hours |
Learnography can transform education, ensuring that every hour spent in the classroom leads to genuine knowledge acquisition and better prepares students for real-world challenges.
Despite high-quality teaching in schools, many students struggle to retain and apply the teacher's materials, raising questions about the effectiveness of this teaching approach.
Student learnography research (SLR) explores why traditional teaching methods are failing and suggests alternative approaches that can more effectively facilitate knowledge transfer in school learning.
Illusion of Effective Teaching
At first glance, traditional teaching methods appear robust and comprehensive. Teachers deliver well-prepared lectures with lesson planning, using various multimedia tools to explain complex concepts.
However, the true measure of educational effectiveness is not the delivery of content, but the internalization and application of that content by students. Here lies the fundamental problem: listening, talking and watching do not necessarily equate to student learning.
Passive Nature of Traditional Teaching
- Listening
- Talking
- Watching
Listening: When students listen to a lecture, they passively receive information. This process does not engage their brains in the way active learning does. Without engagement, the information often does not move from short-term to long-term memory.
A student spends approximately 15,000 hours of time in listening to the class teaching from kindergarten to master's degree. What a great loss it is in schools!
Talking: Schools in education are running on talking classrooms. We know that classroom discussions may be beneficial, but they often remain superficial. Students may participate without truly engaging with the materials of knowledge transfer, leading to a shallow understanding.
Watching: Visual aids and demonstrations are helpful, but they alone are not sufficient. Students need to activate motor circuits in the interaction with the materials of knowledge transfer to understand and retain it fully.
Knowledge Transfer Test
One way to measure the effectiveness of teaching is to administer an academic test immediately after a lesson. Such tests often reveal that students cannot adequately recall or apply what they just learned from teaching.
This phenomenon underscores the gap between teaching and learning. If high-class teaching does not lead to knowledge transfer, then the hours spent on such teaching are essentially wasted.
Why Teaching Fails to Transfer Knowledge
- Lack of Engagement
- Memory Limitations
- Learning Styles
- Cognitive Load
- Knowledge Transfer
Lack of Engagement: Students are more likely to retain information when they actively engage with knowledge transfer. Passive listening does not provide the mental stimulation necessary for effective learning.
Memory Limitations: The human brain has limited capacity for processing and storing information at any given time. Without motor repetition and active use, most of the information presented in a lecture is quickly forgotten.
Learning Styles: Different students have different learning styles. Some learn better through hands-on activities, others through visual aids, and still others through book reading. A one-size-fits-all lecture approach does not cater to these diverse needs of the learners.
Cognitive Load: Overloading students in teaching with too much information at once can overwhelm their cognitive processing abilities, leading to poor retention and understanding.
Knowledge Transfer: A teacher is doing everything in the classroom for teaching performance. He remains active all the time and uses their brain circuits in teaching activities. Therefore, knowledge transfer goes to the teacher's brain, and the teacher day by day becomes intelligent in the processing of knowledge transfer. If students activate motor circuits in learning process, knowledge transfer will go to student's brain.
Alternative Approaches to Effective Learning
To address these issues, schools must adopt alternative methods that promote active student engagement, brainpage writing and deeper understanding.
Here are some approaches that can help facilitate better knowledge transfer:
- Active Motor Learning
- Brainpage Classroom
- Task-Based Learning (TBL)
- Peer Brainpage Sharing
- Formative Assessments
- Motor Learning Skills
- System Learnography
Active Motor Learning: In traditional educational settings, a teacher does everything in the classroom, and students remain in the passive mode. In system learnography, pre-training students do everything in the brainpage classroom, and the teacher facilitates brainpage making process for knowledge transfer. This is active engagement in which students use the motor circuits of their brains in the processing of knowledge transfer.
This is the concept of learning by doing, according to the principles of motor science. Incorporating activities that require students to actively process and use the information can enhance task-based learning. This includes miniature school teamwork, problem-solving tasks and brainpage writing from transfer books.
Brainpage Classroom: In a brainpage classroom, students make the brainpage of knowledge transfer in learning process. Everything is completed in the classroom, and nothing is left for home learning. Class time is not spent on teaching, but this time is dedicated to brainpage learnography from book to brain knowledge transfer. A brainpage classroom is divided into seven miniature schools to encourage collaboration, teamwork and leadership in the Taxshila Model.
Task-Based Learning (TBL): Students are trained in goal oriented task operation (GOTO). This involves students working on long-term motor knowledge tasks that require them to apply what they have learned to real-world problems. This method promotes deep understanding and the practical application of motor knowledge transfer. This is the principle of motor science in which students know how to apply the motor circuits of their brains in learning, writing and understanding.
Peer Brainpage Sharing: Pre-trained students are called small teachers in system learnography. Small teachers do not teach in the classroom, but they share knowledge transfer and brainpage modules with peers. This is the school concept of big teachers and small teachers in the Taxshila Model. Having students share knowledge transfer with each other, can be highly effective in brainpage development. Explaining concepts to peers reinforces the task understanding and allows students to learn from different perspectives.
Formative Assessments: Regular and low-stakes assessments can help track students’ progress. Task moderator (teacher) can identify areas where pre-training students need additional support, ensuring that knowledge is being effectively transferred. In brainpage making process, the teacher will know the levels of student development, such as Taxshila 1 to Taxshila 5. This is the remarkable student evaluation of Taxshila Model.
Motor Learning Skills: A student uses the motor circuits of brain in learning process, so knowledge transfer will go to the student's brain. If the teacher uses the motor circuits of brain in delivering topics and lessons in the classroom, knowledge transfer will go to the teacher's brain. This is the law of learnodynamics.
System Learnography: A teacher does not teach in the classroom, but he facilitates brainpage making process. This innovative approach focuses on how the brain learns best, promoting the creation of brainpage modules through active motor engagement, critical thinking and brainpage writing. Learnography emphasizes the importance of personalized learning and the active involvement of students in their book to brain knowledge transfer.
Moving Beyond Traditional Teaching
Everything is learned in brain, and everything is done by brain. This is universal truth for the working, learning and living of human beings.
The realization that school teaching, in its traditional periodic form, is not effectively transferring knowledge to students’ brains. This is a wake-up call for school leaders, educators, students, parents and policy makers.
The time has come to move beyond passive learning methods and adopt strategies that actively engage students and promote deep and lasting understanding.
For this, schools can embrace active motor learning, brainpage classrooms, task-based learning, peer teaching (small teachers) in miniature schools, formative assessments and the system learnography of knowledge transfer.
It is necessary to change the settings of school dynamics. We can introduce personalized learning experience for each of the students, and ensure that every hour spent in the classroom is a productive step towards true knowledge acquisition.
The future of education lies in recognizing and addressing the limitations of traditional periodic teaching, and in pioneering new and more effective ways to facilitate student learnography.
Despite high-quality instruction, students often struggle to retain and apply what they have learned.
Teaching is Waste of School Hours: Inefficiency of Traditional Knowledge Transfer
Mystery of Memory Loss: The case of Henry Molaison shed light on the complexities of human memory.
Molaison's profound amnesia, resulting from a groundbreaking surgical procedure, not only contributed to our understanding of memory but also holds relevance in the context of learnography, brainpage theory and knowledge transfer.
Comments
Post a Comment