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Should we seek to balance teacher-led and student-led lesson activities?

For as long as I’ve been writing about education, many commentators have argued that teaching should seek to balance teacher-led and student-led activities. Although this is often presented as self-evidently obvious, it rather begs the question. What’s so great about balance? Should we seek balance for its own sake, because it’s intrinsically valuable, or should we consider what we want to balance? Despite balance sounding – well – balanced, no one would argue that we should seek to achieve a balance between effective and ineffective activities so to argue that teaching should include both teacher-led and student-led activities we really need to make the case that both are inherently worthwhile.

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