What is the role of the teacher in a cognitive approach?
The role of a teacher when implementing a cognitive approach is more of a guide, to assist the learner in thinking for themselves rather than the information being handed to them. The learner is expected to develop and utilize their own considerations and thoughts as well as to research the planned theme. This approach can be adapted to suit most teaching environments through individual and group activities, tasks that will allow the learners to be challenged. Case studies and role-play can be encouraged to assess knowledge of a subject and portfolios can be a great tool in demonstrating skill and understanding during the assessment. To meet individual needs in the classroom, the process of differentiation is employed. This is defined by Petty as “the process by which differences between learners are accommodated”. Differentiation works using three key parts; enthusiasm to learn, learning requirements and interest. By engaging in effective approaches, it is possible to cater for inclusive differences between students. This should be adopted so as all learners have the best possible chance to learn and ensures that a diverse range of learning styles are met. The Equality Act 2010 carries disability, race, sex and other grounds for discrimination in a single piece of legislation ensuring fairness, decency and respect. It is important when teaching to guarantee a non-judgmental approach to learners. Challenge direct or indirect discrimination, pre-judgement, labelling and bullying, while making certain to challenge own values, beliefs and attitudes as to not impose upon learners and above all guarantee dignity and respect within the learning environment.