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I believe that students are not empty vessels to fill with knowledge. I believe that students learn best and more authentically (Herrington, Oliver and Reeves 2003 and 2010) when they are actively engaged. I also believe that there is a difference between knowing and understanding. I strive to teach my students how to understand their discipline. It is not enough to simply know the rules of their chosen profession, they need to become discipline professionals (Dall'Alba 2009).
For this reason, I am a constructivist (Perkins 1991). In my teaching, I ask students to try figure out things for themselves. I guide them and try to give them the right tools but ultimately, they learn better through their own exploration. Students learn best by doing, not by watching. Today's students are not content to be filled with decontextualised knowledge passively (Stetsenko 2010). For this reason, I try incorporate a variety of teaching and assessment methods, including technologies that enhance student learning such as video and learning management systems.
If students are shown why they are doing things, they are better able to begin transforming the way that they think as the rules begin to have relevance and meaning. This ultimately leads to students who learn to think, act and be like a member of their chosen profession. Teaching in this more student-centred authentic way also allows me as a lecturer to open a dialog with students and instead of talking at them, I can talk to them. This lets me give them the space to challenge themselves as they begin to share my excitement at their own success and growth.
