“Allowing the learning to originate from the student’s end will make it more likely for interest to ignite and to take hold.“
In line with Jerome Bruner who wrote, “How Do I know what I am until I feel what I do?” students learn best when they internalize their new knowledge through hands on exploration, experimentation, and dialogue/exchanges of questioning and answering. Through this process, it is more likely that an activity (whether it’s running through techniques, ear-training, theory studies, or discussing musical/performance ideas), will remain authentic and tangible to the learner.
To maximize students’ learning and progress, it is fundamental for teachers to serve as guides, ones who can provide pathways for challenges and questioning; this exchange can then lead to further investigation of concepts. With relevant prompts, students have the opportunity to reflect on their learning and experiences. This process of exploring, experiencing, and understanding, followed by analysis and reflection allows for students to reach the highest level of comprehension.
Lev Vygotsky’s “zone of proximal development” suggests that learning takes place in the space between what a student can and cannot do on their own. The area where they can accomplish something new with the guidance of another is where teachers play the most crucial role.
In practical terms, lesson plans should incorporate students’ existing knowledge and be reasonably flexible for exploration of new concepts. Through this student-centered approach, teachers become guides and observers, charting and monitoring each individual’s development and progress then using the knowledge to further challenge students. This process allows for every student to take with them a sense of ownership for everything that they learn.