The balance of agency weighs heavily towards the teacher.
Didactic teaching turns on what the teacher says rather than what the learner does. So, the teacher tells and the learner listens. Kalantzis and Cope offer:īeing didactic means to spell things out explicitly but perhaps a little too laboriously, or to present a view of what’s true or right or moral but in a way that might at times seem dogmatic. The socio-spatial arrangement of the didactic classroom is a blackboard or whiteboard at the front of the room with children seated at desks in rows and facing the front. Such learners may be categorised as deficit or dull – unable to concentrate or more systematically diagnosed with a learning disorder or disability. Students unable to sit still or who interrupt the lesson are banished to a corner or from the room altogether – perhaps with chagrin or relief, or some complex combination of the two – these learners do not belong in the learning or to the didactic milieu.
Students who succeed in this setting have learned to memorise and repeat the ‘important points’ of the lesson with little gloss or interpretation, mimicking the words of the teacher. It is the pedagogy of instruction and immutable facts, of authority and telling, and of right and wrong answers – it is teacher-centred and values learners who sit still and listen quietly and attentively, passively accepting the teacher as the knower and expert, both the source of knowledge and judge-jury of knowing. What? Didactic teaching remains the pedagogical mainstay of many traditional classrooms and traditional teachers.
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