Shifting emphasis: Advocating for educators to centre on student learning rather than lesson structures

In the educational landscape, the prevailing focus often centres around meticulously planning lesson structures, adhering to curriculum frameworks, and ensuring syllabus alignment. While these elements undoubtedly play a crucial role in teaching, there is a growing recognition that a fundamental shift in emphasis, from rigid adherence to predetermined lesson structures to a more nuanced concentration on what students are learning, is imperative for effective and meaningful education.

The conventional pedagogical approach typically revolves around the intricacies of lesson planning, following prescribed structures to deliver content in a systematic manner. However, the inherent risk in this approach lies in potentially confining the learning experience within predetermined boundaries, inadvertently overlooking the diverse needs, and learning trajectories of individual students.

Educators are increasingly acknowledging the necessity of adopting a more flexible and student-centric approach. Shifting the focal point from strictly adhering to lesson structures to the actual learning process allows teachers to gain deeper insights into their students’ progress, strengths, and areas requiring additional support.

One of the primary benefits of placing an increased emphasis on what students are learning lies in the ability to customise teaching methodologies to suit individuals. Each student possesses a unique set of abilities, interests, and challenges. By the needs teachers can tailor their methods, pacing, and content delivery, fostering a more inclusive and engaging learning environment.