There are a multitude of theories and approaches that conceptualize the Learning act. According to behaviourists, learning is a performance-based process in which the learner gets to practice the learned act to the point of mastery. Constructivists and cognitive psychologists severely criticized this approach blaming it for the mechanization of human learning and for the subordination of the social and affective constructs in learning. They instead proposed a problem based framework of learning where learners get to explore and discover new insights through hands-on activities. And while no single approach alone can provide answers to the pedagogical implications of learning, an amalgam of different approaches seem to hit the mark.
- Model the behaviour several times before you ask the students to perform
- Motivate the students intrinsically and extrinsically to want to perform and show off what they understand
- Ask students to make a video diary of the performance. Let them script it, perform it, and critique it.
- Let the artists perform using the arts.
- Use music to signal when the performance should begin.
- Journal throughout the lesson. Ask the students to share part of their journal.
- Have the students announce when they are ready to demonstrate what they know.
- Set a timer and give each student 60 seconds to show what they have learned. Do this in rapid succession.
- Ask students to stand up or signal when they are ready to perform.