Characteristics Of Dynamic Synergism

Dynamic synergism is defined as “many elements producing more than the sum of their individual parts” (Yount 3). Essentially, when various things are combined together, they create a superior product than they would be if they were separate. As a teacher, dynamic synergism contains great value for both the learner and the teacher himself since it engages students on a different plane of learning than the usual standard. The teacher himself benefits since his students learn and retain the information being taught, which produces mastery of a given subject. To begin, a teacher is a dynamic synergist if they employ all three teaching elements simultaneously: cognitive, behavioral, and affective. When engaging the cognitive side of learners, the teacher is causing students to think about the subject at hand rather than be spoon-fed answers from a lifeless notebook. The dynamic synergist taps into what is known as “discovery learning”—the promotion of students themselves discovering solutions to problems posed by the instructor based upon what has been discussed. Discovery learning is the most effective teaching method since students are the ones uncovering new information. Instead of being given random facts that are disconnected from their true context, the student sees the relationship between things by their own discoveries while being assisted by the instructor. Engaging the cognitive aspect of learners cannot be underestimated. If a student is not interested cognitively, he will not be apt to care about the behavioral or affective side of what is being taught either. Dynamic synergists create structure in their teaching methods. They teach the subject effectively and they show connections, but they do not give away the direct answer; they leave it up to the student to discover this on their own. The way to do this is to present a fact, principle, or concept. From there, the teacher gives examples of the fact, principle, or concept in action. Following this, the student themselves will begin to see how the concept works in the real world and understand what the intent behind the fact, principle, or concept is. This idea is illustrated by the command to love your neighbor as you love yourself (cf. Lev. 19:18b). If this passage is taken in isolation away from …show more content…
They understand that cognitive thinking alone is cold, dry, and mechanical. Yet, when it is paired with emotion, the subject connects with the student on a different level than it otherwise would. A touching story that a student can relate to goes a long way in building trust and giving the subject meaning that goes beyond assorted facts. Dynamic synergists employ personal experiences and stories in the proper way. They do not make up contrived fables that no one can relate to but they share genuine life experiences with their …show more content…
Students do not just want trivia facts and feel-good pep talks. Students want to know how the information they are learning will benefit them when they complete their education. Dynamic synergists arouse the student’s interest and provides him with real life applications that equips him with the ability to apply facts, principles, and concepts to his own life as necessary. Without applications, the cognitive and emotional side of teaching has little to no meaning. The student must understand the practicality of why he needs to know what is being