In 1990, after seven years of teaching at Harvard, Eric Mazur, now Balkanski professor of physics and applied physics, was delivering clear, polished lectures and demonstrations and getting high student evaluations for his introductory Physics 11 course, populated mainly by premed and engineering students who were successfully solving complicated problems. Then he discovered that his success as a teacher “was a complete illusion, a house of cards.” The epiphany came via an article in the American Journal of Physics by Arizona State professor David Hestenes. He had devised a very simple test, couched in everyday language, to check students’ understanding of one of the most fundamental concepts of physics—force—and had administered it to thousands of undergraduates in the southwestern United States.
Final Word: That college lecture is so yesterday All I can say is this: It's a little late. I read the other day that colleges and universities are looking into the idea that lectures, as a style of teaching, should either be abandoned or at least retooled. Could they not have thought about this, say, about 40 years ago? Most of us can remember sitting through lectures we thought would never end.
Flickr:AllHails At the star-studded Harvard Initiative on Learning and Teaching (HILT) event earlier this month, where professors gathered to discuss innovative strategies for learning and teaching, Harvard’s professor Eric Mazur gave a talk on the benefits of practicing peer instruction in class, rather than the traditional lecture. The idea is getting traction.
Perspectives on Instruction: Behaviorism, Cognitivism, and Constructivism
Lesson Plan – Introducing Admin to 21st C Skills It is not uncommon for me to read comments on Twitter that characterize school administrators as a group who need to get more in touch with 21st century learning. Whether it is a comment about how senior administration is blocking specific online sites or resources, how school leaders need to provide leadership and role model the use of technology, or how school based administrators are out of touch with social media and its uses in education, there certainly is a tone indicating that administrators needing to ‘get on board’. Although I have blogged in the past that I don’t find comments that single out one group to be particularly useful (“No Us vs. Them–Just Us”), I agree that there needs to be more of us in administration that are in tune with 21st century skills.
January 25, 2012 By: Brooks Doherty in Effective Teaching Strategies With the number of non-traditional students growing, many educators have discovered that adult learners are fundamentally different than their younger counterparts in many ways. Yet, most instructors have been left to their own devices to figure out how best to reach these students who come to class with an entirely different set of challenges, demands and expectations, and generally at a much different level of maturity. How can instructors better accommodate and encourage adult student success in a classroom setting? Teaching Strategies for Adult Learners
If you read Stories from the Front Lines of EFL , and thought, “I’d really like to be part of this project, but I’m not sure anyone would be interested in my story” then this post is for you. Answering just a few important questions can give you the confidence to share your thoughts and ideas about teaching. It may take a bit of time, some reading and some effort, but anyone can do it. A 1.5 Million Yen Secret (by Steven Herder