ABSTRACT
This chapter illustrates that teaching has to satisfy and stimulate the thirst for learning, so that active learning and teaching are closely linked but are not identical. If each pupil’s capacity for learning were fixed in the same way that a beer tankard’s capacity for liquid is fixed, then the method of teaching could be regarded as a relatively simple operation – pour in a pint and that pupil is full. The methods of teaching based on the theories provide a great contrast to those based on the stimulus-response theories, and the major task of the teacher changes drastically. The progressive learning often comes from both rote learning and drill and practice methods. Drill and practice can be a similarly instrumental method for teaching anything which is fundamentally a mechanical process. Programmed learning has been successfully used by mathematics pupils to obtain lower level educational objectives.
