Educational philosophy and teaching methods: Finding the right balance

MUCAT: At ABQ, our educational philosophy is our guiding principles and ideals about the purpose of our education. In its purest applied form, it centersaround how lessons are structured to match the learning outcomes and students’ needs. These very often evolve around how to bring out each student’s potential, measured in their individual performances. Because each teacher comes to the classroom with his or herindividual teaching style and way of being, theywill affect student progress in different ways. Thus, any discussion about educational philosophies has the tendency to gravitate towards a debate about teaching methodologies, i.e. practices used to deliver the curriculum.

More often than not, these teaching methods are classified between two opposites, and labelled “old versus new” or “traditional versus modern”, to name but a few descriptions. The “old” or “traditional” methodologies are generally characterized by conventional teaching methods involvingthe transmission of knowledge, often with a heavy reliance on rote memorization. On the other hand, the “new” or “modern” methodologies, were students are more active and relate their learning to real life experiences, like inquiry based learning or experiential learning.

At ABQ, we believe that categorizing teaching and learning methods on a single axis is actually inadequate. In our view, at least a two-dimensional approach should be used to give a better picture. Secondly, such a designation is wrong, as even the “modern” or “new” methodologies have been used for well over a century, and in some form can even be traced back to the 17th century and John Locke, if not earlier. Thirdly and most importantly in our view, a teacher-centred versus studentcentredaxis gives a more accuratereflection of these opposites.

In the final reckoning, however, we also firmly believe that this is not a question of one or the other, but rather one as well as the other. In other words, for us it is about finding the right blend of both conventional and progressive methodologies.

We operate Cambridge International Schools, with CIE- and GED based curricula. Academic excellence is paramount to us, and the nature of our external exams have a significant bearing on our teaching philosophy. As these exams for the most part are skills and knowledge based, and generally exclude coursework, we put a lot of emphasis on curriculum proficiency in order for students to learn the specifics required.

Nonetheless, we are firm believers in cultivating independent thought and innovation, something we believe is best achieved using progressive teaching methods. Our educational approach is therefore one of Blended learning.

To ensure we cultivate independent thought and innovation in accordance with our school vision, a designated proportion of the lesson time is dedicated to the practical application of what they learn. We strongly believe learning methods that are embedded in authentic situations are not merely useful; they are essential. In other words, the focus is on learning by doing, and on addressing real problems

We also believe that encouraging students to play a more active part in their education, and the practical application of what they learn,are compatible and mutually supportive.Learning thus is doing, and it will improve logical thinking processes, including search for information, concept learning, hypothesis formulation and testing, and creative thinking.To quote the Chinese philosopher Confucius: “I hear and I forget. I see and I remember. I do and I understand.”

Although, to our knowledge, there is no conclusive evidence that clearly supports one methodology over the others when measured in students’ academic progress, we are convinced of the benefits of constructivist approaches to teaching, both because it, if well designed, provides for a more enjoyable learning process from the students perspectives, and better develops their 21st century skills, such as their critical thinking, creativity, collaboration and social skills.