Only teach what the pupil is capable of learning. Better yet, limit your instruction to the information you can actually communicate with your students.
Several potential defenses
In this instance, the fresh information appears to be "in-between" (master vs learner). It isn't entirely the Master's extensive knowledge because he limits his options to suit the novice, nor is it the beginner's actual capabilities because he only improves his dancing as a result of the Master's assistance. As a result, both of them have enacted some knowledge "in between." So what exactly is this knowledge that falls short of what the teacher is aware of and goes beyond what the novice is already aware of?
4. Etc.
Comment: The term expert is used extremely broadly in this context; it simply denotes that the teacher is more knowledgeable than the learner. For instance, teaching arithmetic at the elementary level doesn't require one to be an excellent mathematician. To teach math, you would need to be an expert at least at the university level.
As a cognitive scientist, I can provide some insights into the adage "Teach what you know, not what you know as an expert." This adage emphasizes the importance of tailoring instruction to the level of the learner and focusing on what the teacher can effectively communicate to the students.
Teaching involves not only possessing knowledge but also being able to convey that knowledge in a way that the learners can understand and engage with. It recognizes that expertise in a subject doesn't automatically translate into effective teaching if the information is not presented in a manner that is accessible and comprehensible to the students.
Effective teaching requires understanding the needs, prior knowledge, and abilities of the learners. It involves adapting instructional strategies, providing appropriate scaffolding, and engaging students in meaningful learning experiences. By focusing on what one can effectively communicate to the students, teachers can facilitate the learning process and promote better understanding and retention of the subject matter.
However, it's important to note that expertise in a domain does provide a valuable foundation for effective teaching. In many cases, deep subject knowledge allows instructors to provide a broader perspective, make connections across different concepts, and answer questions that arise during the learning process. Expertise can also help instructors anticipate common misconceptions and address them proactively.
So, while the adage highlights the importance of effective communication and teaching what one can convey well, it shouldn't be interpreted as disregarding the value of subject expertise. The ideal approach lies in finding a balance between subject expertise and the ability to communicate and tailor instruction effectively to meet the needs of the learners.
- Badges
- Science topic
- Similar topics
- Linguistics
- Composition Studies
- Publication