LEARNER'S SELF-ENGAGING SPACE: A STEP TOWARDS CREATING COGNITIVELY ACTIVE LEARNERS

The end result of the teaching learning process has to be actualised at the learners end and by the learner himself
/ herself. In spite of effective teaching, the onus of learning rests upon the learner. Do our current pedagogical
/ andragogical practices give the learners space to uptake, digest and reflect upon the learnt content in an own
unique way? Probably not. The author recommends a practice called LSS – Learner’s Self-engaging Space in
teaching where the teacher discontinues talking giving learners a silent cognitive space to reflect and consolidate
the learning. The learner would thus get a better opportunity for information uptake. S/he would be able to
‘construct’ knowledge independently and with reference to his / her unique context. The author further describes
the logistics of LSS and highlights its benefits