didactic coursework meaning

What is the Difference between Didactics and Pedagogy?

In simple terms, didactics is synonymous with teaching and instruction. And yet at the same time, a didactic approach involves a very structured and informed approach to teaching. But how does the term “didactics” differ from “pedagogy”?

What is the difference between didactics and pedagogy? While didactics is a discipline that is essentially concerned with the science of teaching and instruction for any given field of study, pedagogy is focused more specifically on the strategies, methods and various techniques associated with teaching and instruction. Pedagogy also refers to the ability of a teacher to match theoretical foundations or concepts with practical methods of knowledge transfer in education on language-related problems, while responding and adapting to the learning strategies of their students. Finally, didactics is teacher-centered and based on the sum of theoretical knowledge and practical experience . In comparison, pedagogy is learner-centred, since the teaching must be adapted to respond to the complexity of student needs.

Therefore, “didactics” is a more generalized term referring to the theory and practical applications behind the science of instruction . It can also be viewed as the foundation or principal steps and stages involved in the act of teaching, within a specific field. In the field of science, we speak of research, for instance, pertaining to the didactics of biology and medicine, for instance. In this context, the didactics of knowledge transfer often take place through teaching in a traditional setting (amphitheatre) at the onset, but most importantly through practical “hands on” sessions (practicum, laboratory or hospital settings) to prepare for professional insertion. 

And yet, you may still be wondering how this definition of “didactics” differs from the term “pedagogy”. As you will see, the term “didactics” differs greatly from “pedagogy” in many significant ways. Before we answer this question, we must first consider the philosophical underpinnings of the German didactic tradition to better understand the origin of the word.

Didactics from a German perspective

From a teacher-centred approach and based on a philosophical foundation, Meyer (2007) explains that “the German didactic tradition focuses on teaching aims, subject matter, methods and the organisational frame of teaching and learning ” ( Meyer, M.A., 2007. “Didactics, Sense Making, and Educational Experience” in European Educational Research Journal, 6:26, 161-173. doi: 10.2304/eerj.2007.6.2.161 ). He cites Hericks ( Hericks, U. (2006) Professionalisierung als Entwicklungsaufgabe. Rekonstruktionen zur Berufseingangsphase von Lehrerinnen und Lehrern. Wiesbaden: VS Verlag für Sozialwissenschaften. ) who proposes that didactics is a discipline meant to assist teachers in their “voyage” from pre-service teaching to professionalism. With seasoned professional experience, teachers can evolve into teaching and learning experts who recognize the “emancipation” of their students through the act of knowledge transfer. This view supports the notion that the ultimate objective of the teacher is not only to teach students in a given subject but also and most importantly, to equip them with the necessary learning strategies so that they continue to learn independently and in the wider sense.

The Meaning of Didactics

What is the meaning of didactics? As mentioned earlier, “didactics” refers to the science of teaching (in relation to aims, subject matter, methods, and frameworks) within a specific field. Didactics is based on multiple theories of teaching, and in a wider sense, theory and the practical application of teaching and learning methods .

Textbooks and “do it yourself” (DIY) tutorials on YouTube or “how-to” books are all examples of “didacticism” since their ultimate purpose is to instruct and educate . Some would argue that the word ‘didactic’ can have both a positive and negative connotation. For example, someone who possesses a “didactic” personality is an individual who is naturally inclined to teach and instruct.

The word didactic can be associated with a positive or negative connotation . For example, a proud grandmother who shares her cultural recipes with her curious, entrepreneurial, and adventurous grandchildren is an example of a positive context. However, the following illustration will show how the word “didactic” can be associated with a rather subtle and negative connotation.

The massive production of 17th-century French fairy and folk tales and the 18th-century English nursery rhymes, such as the famous tales of Mother Goose, was meant to teach society in more than one way. This type of literature was written specifically for children (and adults alike), with a clear didactic intent. However, it was often somewhat underhanded in that it was also created to teach children (and again, adults) a stern lesson about societal behaviour, norms and moral values.

Didactic Method or Approach

What is a didactic method or approach? A didactic method is a teaching method that adheres to a scientific approach or educational style. The approach or method is often researched or studied and adopted by the teacher in order to engage the student and ultimately stimulate a virtuous learning process and transfer of knowledge in any given field of study.

For example in language didactics, the Content and Language Integrated Learning (CLIL) approach to language teaching is a very common approach used in European language classrooms ( Léon-Henri Di Pardo, D. CLIL in the Business English Classroom: From Language Learning to the Development of Professional Communication and Metacognitive Skills, University of Paris IV – La Sorbonne (Paris, France), 2015. ELTWorldOnline.com. Special Issue on CLIL. ).

A modern and innovative didactic approach to distance teaching and learning is the open learning and Massive Open Online Courses (MOOCs). Everyone has access to them and people can learn by themselves, in an unstructured manner. With unlimited access from across the globe, students are free to choose from various topics and domains of interest. And in addition, at some academic institutions, students can earn certificates and diplomas as they work through the online courses.

Didactic methods and their underlying principal theories focus on the baseline knowledge students possess, as well as their needs. These methods seek to improve upon this level and assist the teacher in conveying information, in the best possible way. A didactic method or approach is thus the very foundation or starting point in a lesson plan , where the overall goal is knowledge transfer, and as the Germans say, emancipation . The teacher, instructor or educator functions in this role as the authoritative figure, but also as both a guide and a resource for the students. Depending upon the chosen didactic approach, the teacher may adopt various roles in the classroom from the principal instructor, to mediator or observer ( source ).

Pedagogy and Pedagogues

Pedagogy is more related to the correlation between the teaching material (resources) or theoretical information (methods) and the intellectual capacity of students, as well as their individual needs. Think of pedagogy as being transversal in nature and pertaining to the method and practice of teaching and instruction, in particular in terms of the ability to match theoretical concepts (didactics of teaching and instruction) with practical methods (pedagogy) of knowledge transfer in education. This can be true for any given field of study. 

A teacher is considered a bona fide “pedagogue” when they are capable of making a perfect match and succeeding in the act of knowledge transfer inside or outside the classroom . In the best-case scenario, students who are actively partaking and advancing in the learning experience are the end result of a successful instructor’s pedagogy. And yet, if students are having trouble understanding the lesson, this does not automatically mean that the teacher is a terrible pedagogue. There may be other factors involved, such as a student who is ill or tired, or students who are distracted or not able to hear the teacher or see the blackboard, etc.

On the contrary, with experience and time, teachers often naturally develop many metacognitive skills (critical and analytical thinking) with regard to their ability to recognize student lapses in the transfer of knowledge. With reflective teaching practices , they learn to automatically troubleshoot their lessons and adapt their pedagogical approach before, during and after a lesson. Therefore, pedagogy deals with the teacher’s cognizant act of teaching in the classroom, while adopting the best-suited supports (whiteboards or slide presentations) and resources (video and books) to better serve their students.

Related Questions

What is a “pedagogue”.

A pedagogue refers to someone who is capable of making a perfect match and succeeding in the act of knowledge transfer. A natural pedagogue will use every opportunity to share their knowledge and education to aid, assist or enlighten others. They will do this by adapting their teaching methods to the intellectual capacity, the learning strategies and the individual needs of their students or learners.

What is the difference between “didactics” and “pedagogy”? 

Didactics refers to the science of teaching and instruction for any given field of study. Based on theoretical foundations, a didactic approach involves a very structured and informed approach to teaching and instruction. For more on the origin of the word “didactics”(see German reference above).

Pedagogy is transversal in nature and pertains to the correlation between methods and practices of teaching and instruction, in particular in terms of the ability to match theoretical concepts with practical methods of knowledge transfer in education.

What is “applied linguistics”?

Applied linguistics is a vast interdisciplinary field that identifies, investigates, and offers solutions to real-life problems related to language and communication (verbal or non-verbal). In terms of language studies, for example, linguists can be focused on the practical applications of teaching, translation, and speech therapy.

Dana Di Pardo Leon-Henri

Dana Di Pardo Léon-Henri is a senior researching lecturer with ELLIADD (EA 4661), currently teaching English for Special or Specific Purposes (ESP) at the University of Bourgogne Franche Comté at the UFR SLHS in Besançon, France. Her research is focused on ESP and LSP Language Teaching, foreign language learning and teaching, pedagogy, didactics, evaluation, artificial intelligence and language teaching, language policy and professional skills development at the higher education level.

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Unlocking Education: Exploring the Power of Didactic Teaching Method

Understanding Didactic Teaching

Didactic teaching, a traditional yet highly effective pedagogical approach, emphasizes the direct transmission of knowledge from teacher to student. In this comprehensive guide, we delve into the intricacies of didactic teaching, exploring its principles, methodologies, and benefits in the realm of education.

What is Didactic Teaching?

Definition:.

Didactic teaching refers to a structured instructional method where the teacher assumes a central role in imparting knowledge to students through lectures, demonstrations, and direct instruction.

Characteristics of Didactic Teaching:

• Teacher-centered approach
• Emphasis on factual knowledge
• Structured and organized lesson delivery
• Clear learning objectives and outcomes

Strategies for Implementing Didactic Teaching

1. structured lesson plans:.

• Develop detailed lesson plans outlining key concepts, objectives, and instructional strategies to guide the teaching process effectively.

2. Engaging Lectures:

• Deliver dynamic and engaging lectures, incorporating multimedia resources, visuals, and real-life examples to enhance student understanding and retention.

3. Interactive Discussions:

• Foster active participation and critical thinking through structured discussions, debates, and Q&A sessions, encouraging students to analyze, question, and articulate their thoughts.

4. Hands-On Demonstrations:

• Supplement theoretical concepts with hands-on demonstrations, experiments, or practical activities to reinforce learning and facilitate deeper comprehension.

5. Formative Assessment:

• Incorporate regular formative assessments, quizzes, and exercises to gauge student progress, identify areas of improvement, and provide timely feedback for continuous learning.

Benefits of Didactic Teaching

1. clarity and structure:.

• Provides clear structure and organization, allowing students to follow a logical sequence of learning objectives and content delivery.

2. Knowledge Transmission:

• Facilitates the efficient transmission of factual knowledge and essential concepts from teacher to student, ensuring a solid foundation of understanding.

3. Active Learning:

• Encourages active engagement and participation, promoting critical thinking, problem-solving skills, and independent learning.

4. Teacher Expertise:

• Capitalizes on the expertise and experience of the teacher, who serves as a knowledgeable guide and facilitator of learning.

5. Time Efficiency:

• Optimizes instructional time by delivering focused, targeted lessons, minimizing distractions, and maximizing student learning outcomes.

Exploring the Evolution of Didactic Teaching

Historical origins:.

• Didactic teaching has its roots in ancient educational practices, where scholars and mentors imparted knowledge to apprentices through direct instruction and oral traditions.
• Throughout history, didactic teaching has been a cornerstone of formal education, shaping the transmission of knowledge in various cultures and civilizations.

Modern Applications:

• In contemporary educational contexts, didactic teaching continues to play a significant role, albeit alongside other instructional methods such as inquiry-based learning and project-based learning.
• Educators often integrate elements of didactic teaching into their lesson plans to provide students with a well-rounded educational experience that balances direct instruction with interactive and experiential learning opportunities.

Effective Didactic Teaching Strategies

Differentiated instruction:.

• Recognizing the diverse needs and learning styles of students, effective didactic teachers employ differentiated instruction techniques to tailor their teaching approach to individual students’ strengths, interests, and abilities.
• This personalized approach ensures that all students have the opportunity to engage with the material at their own pace and level of comprehension, fostering inclusivity and academic success.

Scaffolded Learning:

• Scaffolded learning involves providing students with support and guidance as they navigate challenging concepts or tasks, gradually removing assistance as their understanding and proficiency increase.
• By breaking down complex topics into manageable steps and providing scaffolds such as graphic organizers, guided practice, and feedback, teachers empower students to build their knowledge and skills independently.

Integrating Technology into Didactic Teaching

Digital resources:.

• The integration of technology into didactic teaching offers an array of digital resources and tools that enhance the learning experience for students.
• Educational apps, online simulations, multimedia presentations, and virtual field trips are just a few examples of how technology can augment traditional didactic instruction and engage students in dynamic and interactive learning experiences.

Blended Learning Models:

• Blended learning models combine traditional face-to-face instruction with online learning platforms and digital resources, allowing for greater flexibility and customization in the learning process.
• By leveraging the benefits of both in-person and virtual instruction, educators can optimize didactic teaching methods to meet the diverse needs and preferences of students in today’s digital age.

The Role of Assessment in Didactic Teaching

Formative assessment:.

• Formative assessment techniques, such as quizzes, exit tickets, and classroom discussions, provide valuable feedback to both teachers and students throughout the learning process.
• By regularly assessing student understanding and progress, educators can adjust their teaching strategies , address misconceptions, and provide timely support to ensure student success.

Summative Assessment:

• Summative assessments, such as tests, projects, and presentations, evaluate student learning and mastery of content at the end of a unit or course.
• These assessments serve as benchmarks for measuring student achievement and informing instructional decisions, helping teachers gauge the effectiveness of their didactic teaching methods and adjust their approach as needed.

Embracing Multimodal Instruction

Visual aids:.

• Incorporating visual aids such as charts, diagrams, and infographics can enhance didactic teaching by providing students with visual representations of abstract concepts and reinforcing their understanding through visual learning.

Kinesthetic Activities:

• Kinesthetic activities, such as hands-on experiments, role-playing exercises, and interactive simulations, engage students in active learning experiences that promote deeper comprehension and retention of material.

Audiovisual Resources:

• Leveraging audiovisual resources such as educational videos, podcasts, and virtual reality experiences can captivate students’ attention and appeal to auditory and visual learners, enriching the didactic teaching process with multimedia content.

Fostering Critical Thinking and Creativity

Inquiry-based learning:.

• Didactic teaching can be complemented by inquiry-based learning approaches that encourage students to ask questions, explore topics independently, and develop critical thinking skills through inquiry and discovery.

Creative Expression:

• Providing opportunities for creative expression, such as art projects, writing assignments, and collaborative presentations, allows students to demonstrate their understanding of concepts in innovative and imaginative ways, fostering creativity and self-expression.

Cultivating a Positive Learning Environment

Classroom culture:.

• Establishing a positive classroom culture characterized by respect, collaboration, and inclusivity is essential for creating an environment conducive to learning and fostering meaningful interactions between students and teachers.

Supportive Relationships:

• Building supportive relationships with students based on trust, empathy, and encouragement enables educators to effectively address individual needs, provide personalized support, and cultivate a sense of belonging and academic success.

Promoting Lifelong Learning Skills

Metacognitive strategies:.

• Teaching metacognitive strategies such as goal setting, self-assessment, and reflection empowers students to take ownership of their learning, develop self-regulation skills, and become lifelong learners capable of adapting to new challenges and opportunities.

Information Literacy:

• Equipping students with information literacy skills, including the ability to critically evaluate sources, conduct research, and synthesize information, prepares them to navigate an increasingly complex and information-rich world with confidence and discernment.

Conclusion: Empowering Students Through Didactic Teaching

In conclusion, didactic teaching encompasses a diverse range of instructional strategies, techniques, and principles aimed at empowering students to learn, grow, and succeed academically and personally. By embracing multimodal instruction, fostering critical thinking and creativity, cultivating a positive learning environment, and promoting lifelong learning skills, educators can harness the power of didactic teaching to inspire curiosity, ignite passion, and unlock the full potential of every student. Learn more information from EasySchooling.co .

FAQs About Didactic Teaching

1. what is the role of the teacher in didactic teaching.

• In didactic teaching, the teacher assumes a central role as the primary source of knowledge and guidance, delivering structured lessons and facilitating student learning.

2. How does didactic teaching differ from other teaching methods?

• Didactic teaching differs from other methods, such as inquiry-based or student-centered approaches, by placing greater emphasis on direct instruction and knowledge transmission from teacher to student.

3. Can didactic teaching be adapted for different subjects and grade levels?

• Yes, didactic teaching can be adapted and tailored to suit various subjects, grade levels, and learning objectives, providing flexibility and versatility in instructional delivery.

4. What are some effective strategies for implementing didactic teaching?

• Effective strategies for implementing didactic teaching include structured lesson planning, engaging lectures, interactive discussions, hands-on demonstrations, and formative assessment techniques.

5. How does didactic teaching promote student engagement and learning?

• Didactic teaching promotes student engagement and learning by providing clear structure and organization, facilitating active participation, and fostering critical thinking and problem-solving skills.

6. Is didactic teaching suitable for all students?

• While didactic teaching can be effective for many students, educators should consider individual learning styles, preferences, and needs, adapting instructional strategies as necessary to ensure inclusivity and accessibility.

7. What are the potential challenges of didactic teaching?

• Some potential challenges of didactic teaching may include student passivity, limited opportunities for student-centered learning, and the need to balance direct instruction with interactive activities to maintain student engagement.

8. How can technology enhance didactic teaching?

• Technology can enhance didactic teaching by providing multimedia resources, interactive learning platforms, and digital tools for content delivery, assessment, and student collaboration, enriching the learning experience and promoting digital literacy.

9. What are the key principles of effective didactic teaching?

• Key principles of effective didactic teaching include clarity of communication, alignment with learning objectives, differentiation to meet diverse student needs, active engagement, and ongoing assessment and feedback.

10. How can didactic teaching contribute to student success and achievement?

• Didactic teaching can contribute to student success and achievement by laying a solid foundation of knowledge, fostering critical thinking and problem-solving skills, and equipping students with the essential tools for lifelong learning and academic success.

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Didactic Teaching: Everything You Need to Know

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This is a method of teaching whereby the teacher doles out content and expects that students find their way around learning it. Typically, educators who utilize didactic teaching develop structured lessons that concentrate on lectures. Educators can use different teaching methods based on the needs of their pupils, their personal preferences, and other aspects. This teaching method is often well-suited for teaching fundamental subjects and instructing pupils who thrive with structured directions.

This teaching method is characterized by the following:

Particular learning objectives: Generally, educators, who utilize the didactic teaching method, set particular learning objectives for their pupils. They assign coursework and design lesson plans to help the pupils achieve these objectives.

Structured lesson plans: One of the key characteristics of didactic teaching method is structured lesson plans. Educators who use this approach keep their lessons completely organized to present course materials to students directly.

Periodic performance evaluations: In this method, teachers conduct periodic performance evaluations to assess their pupils’ progress toward achieving their learning goals. Performance evaluations can also help educators review their pupils’ comprehension of what they’re learning.

Group discussions: In this teaching method, group discussions often follow a reading or lecture. Educators can guide discussions by presenting open-ended questions related to the lesson to their students and inspiring them to think critically.

Lectures from the educator to the pupil: Didactic teaching emphasizes lectures given by the instructor to the student. Often, pupils learn from lectures by asking questions and taking notes.

Consistent learning schedules: Another key aspect of this teaching method is consistent learning schedules. Typically, classroom schedules that use the didactic teaching method vary slightly from day to day.

Pedagogy and didactics are the two key teaching approaches. While pedagogical methods can include didactical approaches, there’re crucial differences between these two teaching methods. One major difference between pedagogy and didactics is whether the methods concentrate on the student or the teacher. A common didactical teaching strategy is the instructor giving a lecture directly to the pupils. Pedagogy is learner-centered and includes using teaching methods that focus on how particular students learn in different methods. 

Another difference between pedagogy and didactics is that didactic tends to focus more on educating pupils. The pedagogy involves considering why to educate students. Therefore, teachers who utilize pedagogical approaches typically emphasize the theories and philosophies that drive their teaching. Pedagogy and didactics also differ in terms of whether the method emphasizes teaching strategies or curriculum content. Typically, educators who utilize the didactic approach focus more on the curriculum’s content, while educators who follow the pedagogical approach focus more on using different strategies and tools to teach the students.

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Didactics, Didactic Models and Learning

• Reference work entry
• Cite this reference work entry

• Karl-Heinz Arnold 2  

1934 Accesses

15 Citations

Classroom teaching and learning ; Curriculum development ; Designing lessons ; General education ; Lesson planning

The word didactics comes from the Greek word “διδάσκειν” (didáskein), which means teaching . The scientific term didactics (sometimes also spelled “Didaktik” as in German) stems from the German tradition of theorizing classroom learning and teaching. It is a singular noun spelled in the plural form, indicating that connotations to the somewhat pejorative English word “didactic” (text overburdened with instructive matter or oversimplifying way of teaching) are not intended. Didactics serves as a major theory in teacher education and syllabus development, especially in the German-speaking and Scandinavian countries, as well as in Finland (didaktiikka) and in Russia (didaktika). With a slightly different meaning, it is also employed in France (didactique comparée) and Spain (didáctica general) as well as in the Dutch (algemene didactiek) and Africaans...

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Aebli, H. (1998). Zwölf Grundformen des Lehrens. Eine allgemeine Didaktik auf kognitionspsychologischer Grundlage [Twelve basic forms of teaching. An approach to General Didactics founded on Cognitive Psychology; 1st ed.: 1983] (10th ed.). Stuttgart: Klett-Cotta.

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Klafki, W. (1980/1994). Zur Unterrichtsplanung im Sinne kritisch-konstruktiver Didaktik [Lesson planning in the critical-constructive approach to general didactics; first published: 1980]. In W. Klafki (Ed.), Neue Studien zur Bildungstheorie und Didaktik (4th ed., pp. 251–284). Weinheim: Beltz.

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Weniger, E. (1930/2000). Didaktik as a theory of education [1st ed.: Theorie der Bildungsinhalte und des Lehrplans. Weinheim: Beltz, 1930]. In I. Westbury, S. Hopmann, & K. Riquarts (Eds.), Teaching as a reflective practice. The German Didaktik tradition (pp. 111–126). Mahwah: Erlbaum.

Westbury, I., Hopmann, S., & Riquarts, K. (Eds.). (2000). Teaching as a reflective practice. The German Didaktik tradition. Mahwah, NJ: Erlbaum.

Willmann, O. (1889/1967). Didaktik als Bildungslehre nach ihren Beziehungen zur Socialforschung und zur Geschichte der Bildung [Didactics as a theory of education according to its relations to social research and to the history of education; 1st ed.: Braunschweig: Vieweg, 1889]. (7th ed.). Freiburg: Herder.

Uljens, M. (1997). School didactics and learning. A school didactic model framing an analysis of pedagogical implications of learning theory . Hove: Psychology Press.

Further Reading

Hopmann, S., & Keitel, C. (1995). Editorial: The German Didaktik tradition. Journal of Curriculum Studies, 27 (1), 1–2.

Hudson, B., Buchberger, F., Kansanen, P., & Seel, H. (Eds.). (1999). Didaktik/Fachdidaktik as science(−s) of the teaching profession? (TNTEE Publications Vol. 2, No. 1; available under http://tntee.umu.se/publications/publication2_1.html , 2010-12_14, accessed 14 Dec 2010). Umeå: TNTEE, University of Umeå.

Kansanen, P. (2002). Didactics and its relation to educational psychology: Problems in translating a key concept across research communities. International Review of Education, 48 (6), 427–441.

Klafki, W. (1995). Didactic analysis as the core of preparation of instruction. Journal of Curriculum Studies, 27 (1), 13–30.

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Norbert M. Seel

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Arnold, KH. (2012). Didactics, Didactic Models and Learning. In: Seel, N.M. (eds) Encyclopedia of the Sciences of Learning. Springer, Boston, MA. https://doi.org/10.1007/978-1-4419-1428-6_1833

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What Is Didactic Teaching?

Didactic teaching asserts the role of the teacher as that of the expert, with the students being receptors of the teacher’s knowledge and experience. Lessons are primarily lecture based, with this method most often used for the presentation of factual information. With didactic teaching, it is the student’s job to take notes and listen, answering and giving responses when required.

The didactic approach to learning was practiced often throughout early human history. Passing down knowledge from father to son required the son to listen and practice the skills demonstrated by the father. Early education consisted of much rote recall of facts and absorption of knowledge.

Didactic instruction is a more passive model of learning than the Socratic model. In the Socratic model, lessons are more inquiry-based. Students question and evaluate, with the teacher being a co-learner. Tasks are more problem-based, with discussion, dialogue and problem solving being prevalent in the Socratic classroom.

Though seemingly at odds with each other, both approaches to teaching often co-exist within modern classrooms. Many teachers utilize a two-pronged approach, teaching a portion of the class period using the didactic approach and spending another portion of class time using the Socratic approach. The content of the curriculum and needs of the learner are important when determining which teaching delivery method to use.

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