TEACHING 1 : A Holistic Approach to Learning and Teaching Interaction: Factors in the Development of Critical Learners

  
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http://cw.routledge.com/textbooks/0415332168/pdf/article.pdf

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The author independently developed the Holistic Approach to Learning and Teaching Interaction (HALTI) over nine years of reflective teaching practice in the field of information systems and computing across three higher educational institutions. It aims to make learning a process of self-improvement that explicitly recognizes the self and the social context of learning and teaching, and recognizing the needs of the individual learner in the interaction. It aims to make learning a process of self-improvement that explicitly recognizes the self and the social context of learning and teaching, and recognizing the needs of the individual learner in the interaction. The result of practicing the holistic approach has been sustained high levels of student attendance at lectures and seminars, improved progression, and appreciative and satisfied cohorts. The HALTI approach has been developed over nine years of reflective teaching practice. The approach consists of five intertwined aspects of the teaching situation that reflects a rich social dynamics: knowledge, self, professional and personal development, discipline, and learning and teaching. The pragmatic argument for practicing the holistic approach is that it attracts students to lectures, seminars, and tutorials and improves the levels and quality of interaction between the student and teacher. As student retention and progression are issues of concern among admissions tutors, any contribution to improving attendance and learners' interest is likely to be welcome by decision-makers. Excellence in the discipline and learning and teaching aides alone will not guarantee student attendance. The holistic teacher's interpretations of a student's self may be wrong, leading to assertions that harm the student's confidence. In assessing whether a learner has internalized taught material, an incorrect judgement might be made that creates anxiety in a student. Weaker students cannot interact at the first three aspects (knowledge, self, and personal development) because they struggle at the discipline aspect. But the approach is sheer joy with confident and able students.

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