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Teaching 'novel' subjects in Pakistan

I was talking to my advanced English writing skills professor, who is also running a small school for two years about developing thinking skills in pupils. He said that we cannot teach our pupil novel subjects to induce creativity and develop critical thinking skills being affiliated to dull and boring board system unless: a) we've have to trade-off for numbers/board positions (or do you have to?); b) we have to make the creative subject a side-subject (in my sir's school their's a learning class, in which pupil make encyclopedias of their own on topic/subject they are most interested in), for which training teachers does magic ::

As for point A :: For example, the prof. once visited two schools in Northern Areas: One used brutally, full-time 'stick', taming pupils to rote-learn for positions in boards, and they successfully got many positions board; the second school, on the other hand, fully promoted activity-/projects-/practical-based learning, e.g., in a lesson, a pupil was asked to go home and write down the attitude of his/her elder's brother toward him/her - don't you think this is enhancing cognitive abilities in the child, which is the ability to know what you're thinking, but they got less or no positions in the board :)

2 comments:

  1. We surely need to change our criterion for judging the cognitive abilities of our students/learners. Getting positions can not and should not be the only criterion for evaluation. There are many instances where an extremely well-versed learner (in all disciplines) fails to score "high" grades so would that mean disregarding the learner's ability/ies? Hopefully not :)

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  2. JazakAllah

    How should we develop our criteria for judging the cognitive abilities of our students-learners? And what should be that criteria?

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