On the Art of Conversion of Teaching into Learning

Despite many hurdles that stand in the way of ensuring access, equity and quality, India still banks a lot on institutional education. Even in this digital era, institutional education depends hugely on teachers many of whom, although otherwise equipped, sometimes fail to ignite the minds of their learners. This may be due to the fact they have little idea of the complex nature of the Teaching-Learning process. Success in teaching does not consist in flawless delivery but in enabling learners to extract the essence from what has been delivered. The article seeks to explore the role of metacognition and positive scepticism in the matter of conversion of teaching into learning. It also examines some of the strategies that may be adopted to face the contemporary challenge of beating Google and also of ensuring involvement of learners. Minus their attentive participation, any lecture is a mere delivery, and hardly a learning inducing action.