1300241Didactic and Socratic approaches to classroom pedagogy

There are two main and contrasting teaching methods:1) Didactic Learning through telling. The theory is based on the assumption that the teacher is the holder of knowledge which is to be transmitted to pupils through their experience. Learning involves the teacher presenting a lot of information and pupils having to listen. While listening, learning does not actively involve pupils and their views about the matter; this is referred to as passive. Assessment typically involves recall of data in tests, promoting a learn and churn mentality to teaching and learning.2) Socratic Learning through questioning. Instead of being based around the knowledge of the teacher like the didactic method, this approach is more problem centred allowing the pupil to play a more active role in learning. The teachers role is a facilitator of learning, rather than a dictator of knowledge the teacher uncovers questions to enhance problem based learning. Pupils become more confident in trusting their own judgement, rather than relying on their teachers. Assessment can be more testing application of knowledge and interpretation of data. Learning in this form can present people with more questions about a topic than answers, further contrasting from a didactic approach.Both learning theories, although contrasting, support each other during learning, as sometimes information is best organised and delivered through a didactic approach as a Socratic approach may not be suitable. Each theory plays an ancillary role in supporting the others success.