By: 5. A Look to the Future | | InstructionalTech
[…] we looking at the end of the large lecture hall, especially in tertiary institutions? Probably not. First, from an institutional perspective, having such lectures is cost effective. When an IHE such […]
By: Taylor
In reply to <a href="https://www.facultyfocus.com/articles/course-design-ideas/step-away-from-the-lectern/#comment-125488">Joseph Douglas</a>.
I have books written in the 1800's that denote the ills of lecturing. Lecturing is a technique from Medieval times when books were rare and very expensive to produce, and libraries were essentially non-existent. The only way to get material to the pupils was to "lecture" at them. People don't learn from lectures, they learn from doing. If they are working with the material being lectured, then they'll learn. Most students who sit in lecture "listening" and "thinking" are not listening or thinking- they are texting, Facebooking, emailing, daydreaming and doing 100 other things. Listen to a podcast while you are reading the newspaper. See how much of the podcast you remember after it is over.
Active learning is bringing into the classroom what students should be doing to learn a subject. Working with a concept, discussing it among their peers to gain a new perspective. In my classroom, I give out worksheets, handouts, or diagrams that students work with through the course of the lecture. Students alternate listening to the material and working with the material to learn the concepts.
By: Taylor
Oh, I hate podiums! If there is one in the room and it is on wheels, the first thing I do is move it to a corner in the back of the room. When I "lecture" I walk around the entire room, making sure to include students in on the conversation. I'd much rather hear their thoughts and points, than just me talking at them.
By: Paula Adams
In reply to <a href="https://www.facultyfocus.com/articles/course-design-ideas/step-away-from-the-lectern/#comment-125487">Neil_Haave</a>.
I really like your approach Neil. I believe that different techniques should be applied where/when they best fit.
By: Neil_Haave
In reply to <a href="https://www.facultyfocus.com/articles/course-design-ideas/step-away-from-the-lectern/#comment-125495">Johnny</a>.
Hmmm.... that is certainly not my understanding of active learning though I have read definitions which define it narrowly in terms of only what happens in class. My understanding is that active learning involves students preparing before class outside of class in order to be able apply their learning in-class. Sometimes active learning seems to me to be old school - asking our students to prepare for class by doing their reading before hand. I think how active learning improves on past practice is that students are now held accountable for that prior preparation. But many would then say that I am thinking of active learning narrowly in terms of flipping the classroom. But again, isn't flipping the classroom what was expected back in the "old days"? Except that now, the flipped classroom holds students accountable for their out of class preparation.
By: Johnny
In reply to <a href="https://www.facultyfocus.com/articles/course-design-ideas/step-away-from-the-lectern/#comment-125494">Neil_Haave</a>.
None of the studies that I have read successfully separate classroom learning from self-study. The populist view seems to be that time spent in class is the only time a student learns. I trust this is not the view of most college and university educators. Otherwise, the notion of higher education has been replaced by spoon-fed remediation.
By: Neil_Haave
In reply to <a href="https://www.facultyfocus.com/articles/course-design-ideas/step-away-from-the-lectern/#comment-125491">Johnny</a>.
I believe this is exactly what the research is showing: Active learning improves the learning outcomes of weaker and marginalized students whereas good students continue to do well despite our best intentions as teachers.
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okorafor, N., Jordt, H., and Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences (PNAS), 111(23), 8410-8415. <a href="http://dx.doi.org/10.1073/pnas.1319030111" rel="nofollow">http://dx.doi.org/10.1073/pnas.1319030111</a>
By: Peter
In reply to <a href="https://www.facultyfocus.com/articles/course-design-ideas/step-away-from-the-lectern/#comment-125487">Neil_Haave</a>.
Neil, thank you for your comments as well as the link to Eyler's blog, also very helpful! Towards the end of his blog, Eyler mentions Dennis Huston, a colleague of his at Rice University, who Eyler describes as a master of combing lecture with active learning. As a result, I gained some great insights from Huston, reading a few of his interviews and watching him in action on YouTube. So thanks again!
By: Johnny
I am very sceptical about the assertion that lectures are less effective than active learning. In particular, how does one separate learning achieved during class from learning outside class? My expectations for students is that they spend at least two hours studying for every hour in class (even more before a test/examination), even though I am well aware that many choose to rely purely on what happens in class. For students such as those who do not study, complete assigned readings, or engage with homework tasks in their own time, it would not surprise me if classroom-based active learning strategies result in better grades, given that it is the only learning that occurs. On the other hand, the handful of students who are conscientious about improving their critical thinking spend plenty of time learning actively already.
By: Laura S
In reply to <a href="https://www.facultyfocus.com/articles/course-design-ideas/step-away-from-the-lectern/#comment-125489">Lew Kaye-Skinner</a>.
Amen to your last paragraph, Lew!