As society develops, so does the way students learn and what can be claimed true just a few years ago can be challenged by arising, modern trends in approaches and strategies in teaching and learning process. Teaching as Tai Chi provides relevant insights into a teaching philosophy that proposes an interesting link between Tai Chi and the art (and science) of learning where student confidence and overall integration are taken into account.
Learning is a path of progression towards mastery. This is the principle that runs the philosophy supporting the provision of flexibility and accommodation for students of varying learning aptitude. As what the article tries to point out, individual learners have their own paces of learning, and these paces can be paralleled to how the concept of martial arts applies.
This article authored by Jean- Olivier Richard (2024) reflects on the unpacking of student learning and progression through viewing the process in the lens of focus, flexibility, and balance promoted by the concept of Tai Chi. In the process of genuine learning, there are various elements that students encounter before attaining mastery: struggle, acceptance, and self-realization.
Running along the same line is the importance of explicit modeling wherein parts and applications are segmented according to complexity and arranged in a way that is easily digestible for learners. Students don't simply follow; instead, they see the practicality of what they are learning. In the process, students come to develop accountability of their learning experiences. This means that they also take charge in promoting a feasible learning experiences to the people around them. And in all of these, the presence of guidance and support helps to reinforce and cultivate integrity of work. Direct feedback works wonders in helping students hone their capabilities.
What does this imply in the teaching-learning process? The core answers are differentiation, feedback, and accountability. Teachers have the task to provide meaningful learning experiences which should be a combination of high and low stakes tasks that do not only ask students to excel in a particular learning content of subject area but also let them explore and discover their styles and preferences. As students can identify their needs, they can also have the chance to probe deeper into things that matter to them. By receiving the feedback and support they need, learners can be more critical of how they view their learning as more than just receiving grades and practicing for future trades. By enabling students to see mastery as a core component, they can develop more accountability and take charge into the way they value education in its bigger picture.
The presence of quantitative rationales to validate the claim would have provided the article a more stable footing in terms of justification of perspectives. Nevertheless, consistent to what the article is trying to reflect upon, the essence of education is not lost when proper targeting of goals is in motion. By letting students not only focus on future trades but on the overall advances they can garner from mastery of the learning process, just like how Tai Chi principle works, they can have a more productive step into a more valuable life and learning.
Learning is a path of progression towards mastery. This is the principle that runs the philosophy supporting the provision of flexibility and accommodation for students of varying learning aptitude. As what the article tries to point out, individual learners have their own paces of learning, and these paces can be paralleled to how the concept of martial arts applies.
This article authored by Jean- Olivier Richard (2024) reflects on the unpacking of student learning and progression through viewing the process in the lens of focus, flexibility, and balance promoted by the concept of Tai Chi. In the process of genuine learning, there are various elements that students encounter before attaining mastery: struggle, acceptance, and self-realization.
Running along the same line is the importance of explicit modeling wherein parts and applications are segmented according to complexity and arranged in a way that is easily digestible for learners. Students don't simply follow; instead, they see the practicality of what they are learning. In the process, students come to develop accountability of their learning experiences. This means that they also take charge in promoting a feasible learning experiences to the people around them. And in all of these, the presence of guidance and support helps to reinforce and cultivate integrity of work. Direct feedback works wonders in helping students hone their capabilities.
What does this imply in the teaching-learning process? The core answers are differentiation, feedback, and accountability. Teachers have the task to provide meaningful learning experiences which should be a combination of high and low stakes tasks that do not only ask students to excel in a particular learning content of subject area but also let them explore and discover their styles and preferences. As students can identify their needs, they can also have the chance to probe deeper into things that matter to them. By receiving the feedback and support they need, learners can be more critical of how they view their learning as more than just receiving grades and practicing for future trades. By enabling students to see mastery as a core component, they can develop more accountability and take charge into the way they value education in its bigger picture.
The presence of quantitative rationales to validate the claim would have provided the article a more stable footing in terms of justification of perspectives. Nevertheless, consistent to what the article is trying to reflect upon, the essence of education is not lost when proper targeting of goals is in motion. By letting students not only focus on future trades but on the overall advances they can garner from mastery of the learning process, just like how Tai Chi principle works, they can have a more productive step into a more valuable life and learning.
