Content and Strategy Centered Teaching and Learning Emphasizing the Complementary Relationships Between Phases of Interest and Lessons

Abstract

Martin Odudukudu

Contents differs from strategy teaching; they have different learning concerns. Content teaching is focused on engaging students in learning activities through which to address and resolve tasks, but strategy teaching is focused on engaging students in learning activities through which student learn to inform their concerns, understand advantages related to content learning. Most teachers focus on the former exclusively but not the latter. Though content and strategy teaching activities differ, many teachers do not differentiate them. Specifically, nothing in the teaching of content requires a content teacher to also teach strategies or help students to understand how contents relates to students' concerns. Yet, many teachers focus on teaching contents exclusively but also claim to consider and/or address students' interest; they conflate content with strategy teaching [1]. The result is that many students fail to learn well. In this article, content learning is identified as one of the ways a person addresses h/her concerns when a person must respond to the structures of events and occurrences in experiences. The aim of this article is to identify phases of thinking intended to achieve progress, explain the correspondence between phases of knowledge development activities of thinking and lessons, and emphasize Dewey's views that the aim of classroom learning is not to foil but to improve out of classroom thinking.

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