There were times when the only tools for writing were the bark of a tree, a banana leaf or some rarely existing paper material, but the world has changed a lot in all these years. From the tools of teaching to the methodology of reaching young minds and creating an interactive environment, all this has brought an evolutionary outlook towards the future of education.
The method of D.I.S.R.U.P.T.ive teaching may have many words to define, but as you dive into its core meaning you’ll know that D.I.S.R.U.P.T.ive teaching is all about innovation, informal ways of approach, problem-solving schemes and above all confronting the reality and providing such an environment to the learners to be more creative, affirmative and productive. D.I.S.R.U.P.T.ive teaching broadens horizons, boosts creative minds and has interactive sessions that not only enhance the confidence of pupil but also provide a chance for effective peer to peer and pupil to teacher communication.
Innovation in teaching has been a key element in actually raising the standards of the modern teaching atmosphere. The Disrupt in D.I.S.R.U.P.T.ive teaching stands for Disseminate, Investigate, Scaffolding, Reading, Understanding, Peer to peer Learning and Teaching. Below you will find a brief description of each component so as to better understand the idea behind this acronym.
Disseminate is used to expand and broaden the students mind, encouraging information retention so that they may reflect upon it later. Making the information relatable is an effective way to achieve this result.
Investigate refers to ‘self-directed teaching’. This allows the individuals to look deeper than the basic subject matter and brainstorm independently. Many types of research have proven that self-directed learners are more focused and higher achievers than those who use rote memory. Teachers should focus on brainstorming and innovative teaching when given a chance.
Scaffolding is not a new idea in teaching, but how it is used is. Studies have shown that students demonstrate greater success when taught in a more innovative and creative environment. Instead of giving them the scaffolding step by step, you either change the order and have them repair it, or the teacher presents it unassembled and allows the students to assemble the data in logical order.
Reading is one of the most encouraged ways of teaching, and is a key element in enabling your student to grab the concept on first read. It also enhances memorization and encourages students to memorize things on conceptual basis not on cramming the subject basis.
Traditional teaching has set been set aside and replaced with concept based, productive teaching techniques. Today, teaching brings with it that eradication factor or ‘thinking out of the box’. With such change, it has the ability to free up minds, form solid bases of free thinking and firm concepts to enhance productivity, not for just one moment, but for all the years to come.
PEER TO PEER Teaching:
Let’s shed some light on the collaborative aspect of D.I.S.R.U.P.T.ive teaching. Students learn better in an environment that is more affirmative and less competitive, focusing on individual progress and success. Peer-to-peer learning allows students to teach each other learned concepts, further reinforcing the concepts they are teaching. Keeping that in mind, it is an effective approach to provide students with a friendly classroom environment, a place where they can solidify concepts; not just by cross questioning the instructor, but also in the form of small and large groups interactive sessions.
Effective teachers typically will intentionally make mistakes. This may seem odd, but when they do it not only is a good indicator of who is focused and who is not, but it allows the student to try and pick up on the mistake. Not only is it an effective tool for teachers, but a great way to boost your students’ self-esteem and encourage their peers to be more focused.
The duty and sense of pride D.I.S.R.U.P.T.ive teaching brings with it has its own charm, but the whole process begins and ends with the student eventually not needing the teacher.