Learning SALT From theory to practice and back Kausar s khan

There is a story about a man claiming to have taught his dog simple mathematics. When asked to to demonstrate that his dog has learnt simple math, he readily brought his dog and placed, in front of the dog, some cards with numbers on them. He told the dog to show what is 2+2. The dog went to the cards and after sniffing them picked one with number 5 on it. Somebody said:   Hey! Your dog does not know basic math! The man retorted, I had said, I taught him math, I did not say he learnt it!

This teacher was obviously teacher centered, and not learner centered!

 

https://in.nau.edu/ocldaa/learning-centered-vs-teaching-centered/

 

The difference between the two approaches is well established, and if we apply it to SALT learning, one can easily believe that all SALT facilitators use the learner centered approach.  Having said this, a question still remains: How do they know the learner has learnt ! Whereas this question is best answered by the SALT Facilitators, it would perhaps be very useful to have their responses documented in one place so that the document becomes a resource for the new SALT facilitators emerging globally. Not sure whether this is a fair call, but it is a call nevertheless.

 

Two types of assessment of learning are to be found:

  1. Evaluation/s during and/or end of a workshop.
  2. Evaluations of the practices following the workshop

 

Whereas the first type is relatively easy, even though a variety of assessments would be found; and the 2nd type poses considerable challenge. It is the 2nd type that needs to be described for the benefit of all SALT Facilitators. This perhaps will show the progress from theory to practice and back to theory..

 

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