Teaching Approaches: The auditory focus
- Roy Edwards
- 2 days ago
- 2 min read
In the blog last week, we focused on the logical analytical approach to student learning including the essential element of the development of critical thinking. This week, we shall explore the challenges of the classical auditory learning method that has been a central component of all teaching across time in all cultural contexts.
Introduction to the auditory approach to teaching students
The auditory teaching style is used by educators to support students who prefer hearing, listening, absorbing, or processing new information. Moreover, such students generally recall information when presented through the medium of some sound recording or speech rather than through written texts. Therefore, they become active in situations such as lectures, classroom initial introduction, or interactive seminars. However, such students can easily become distracted by other background noise or activities.
The auditory challenges for educators
The preparation and delivery of sessions in the auditory format confronts educators with several challenges. First the content of such sessions needs to be delivered in accessible short sequential chunks that are clear, progressive, and concise. Then, the presentation must be at an appropriate rate and volume for the audience. After this, it is also essential to exhibit reinforcing body signalling with gestures that emphasise key points to the audience. Finally, it is important to also provide handouts that highlight and summarise the main points covered across each session.
To conclude, while the auditory focus has been central to all teaching across time and cultures, it does require significant time for educators in the planning process to ensure that the information is succinct to retain student focus and interest.
Questions
Does this approach depend critically on the personality and style of educators?
Is the auditory focus more suitable to some faculty subjects than to other areas of learning?
What is meant by a kinaesthetic teaching approach?
We shall explore Question 3 in the next blog.
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