What is Demand High Teaching?
I first heard of Demand High Teaching in March 2012, when Jim Scrivener and Adrian Underhill launched a low-key, no-frills blog containing a brief introduction to the concept. In their words:
“Demand High asks:
Are our learners capable of more, much more?
Have the tasks and techniques we use in class become rituals and ends in themselves?
How can we stop “covering material” and start focusing on the potential for deep learning?
What small tweaks and adjustments can we make to shift the whole focus of our teaching towards getting that engine of learning going?
Demand High is not a method and it is not anti any method. We are not anti-Communicative Approach. We are not anti-dogme. We are not anti-Task Based Learning. We are simply suggesting adjustments to whatever it is you are already doing in class – ways of getting much greater depth of tangible engagement and learning.”
A few months later, I attended a lively plenary by Scrivener himself in which he managed to pull off the nearly impossible: get me truly excited about yet another ELT trend – except that Demand High is not really a trend, but essentially a way of looking at teachers’ / learners’ roles and classroom processes, as he makes clear in this video. (more…)