Balancing traditional and modern pedagogy: A synthesized framework for active blended learning
DOI:
https://doi.org/10.64171/JAES.6.2.142-143Keywords:
Blended pedagogy, Active learning, Chalk and Talk, Learner-centered education, Teacher scaffolding, Inclusive classroomAbstract
The debate surrounding 'Chalk and Talk' versus 'No Chalk and No Talk' has prompted a critical re-examination of classroom dynamics in modern education. This research paper presents a comprehensive, synthesized analysis of both traditional direct instruction and active/digital learning paradigms, evaluating their respective strengths and limitations. The core finding indicates that abandoning or blindly adopting any single instructional approach is counterproductive; genuine learning occurs when students are intellectually engaged. The study proposes an Active Blended Pedagogical Framework that integrates teacher-led scaffolding with student-centered participation, tailored specifically for resource-diverse and large classroom environments.
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