NO.119
in mind is [a classroom] where [students]
could sit around a table with a teacher
who would talk with them and instruct
them by a sort of tutorial or conference
method, where [each student] would feel
encouraged to speak up. This would be a
real revolution in methods.’
It is heartening to hear that Div is
considered a revolution in methods.
Practically, such methods require two
important conditions that make them
effective:
i) small class sizes, and
ii) teachers who can conduct lessons
in this way.
The recent curriculum changes at
Winchester have addressed these twin
issues and repositioned Div at the centre
of what we do. There are now many more
dons who are available to be div dons, and
class sizes can thus be reduced to about
twelve, which is a very comfortable
number for a discursive approach.
The need to train dons and to
prepare teaching material had to be
considered too, and one of the most
enjoyable and uplifting training days I
have ever experienced arose out of this
need at the beginning of Short Half 2014.
T H E T R U S T Y S E RVA N T
Five colleagues spoke superbly on
teaching from the Arts to the Sciences.
As well as this, many of us were asked
to create resources for div dons to use
across the various year-groups, and also to
give to Middle part and V Book weekly
Div Lectures related to these resources.
The bank of resourc