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Physicists Seek To Lose The Lecture As Teaching Tool

Physicists Seek To Lose The Lecture As Teaching Tool
The lecture is one of the oldest forms of education there is. "Before printing someone would read the books to everybody who would copy them down," says Joe Redish, a physics professor at the University of Maryland. But lecturing has never been an effective teaching technique and now that information is everywhere, some say it's a waste of time. Indeed, physicists have the data to prove it. When Eric Mazur began teaching physics at Harvard, he started out teaching the same way he had been taught. "I sort of projected my own experience, my own vision of learning and teaching — which is what my instructors had done to me. He loved to lecture. "For a long while, I thought I was doing a really, really good job," he says. But then in 1990, he came across articles written by David Hestenes, a physicist at Arizona State. Hestenes had a suspicion students were just memorizing the formulas and never really getting the concepts. The two balls reached the ground at the same time. Related:  Teaching Techniques

The Big List of Class Discussion Strategies Listen to this article as a podcast episode: Podcast: Play in new window | Download (Duration: 38:22 — 53.1MB) Subscribe: iTunes | Android | When I worked with student teachers on developing effective lesson plans, one thing I always asked them to revise was the phrase “We will discuss.” We will discuss the video. We will discuss the story. We will discuss our results. Every time I saw it in a lesson plan, I would add a note: “What format will you use? The problem wasn’t them; in most of the classrooms where they’d sat as students, that’s exactly what a class discussion looked like. So here they are: 15 formats for structuring a class discussion to make it more engaging, more organized, more equitable, and more academically challenging. I’ve separated the strategies into three groups. Enjoy! Gallery Walk > a.k.a. Basic Structure: Stations or posters are set up around the classroom, on the walls or on tables. Philosophical Chairs > a.k.a. Pinwheel Discussion > Socratic Seminar > a.k.a. a.k.a.

Mentoring Your Students in Social Media or Vice Versa Email Share November 24, 2011 - by Adam Renfro 1 Email Share Generation Z is moving so fast we can only track their contrails. They have advertisers, marketers, and educators flummoxed with how they operate. What makes the Zs so different from the Boomers, Xs, and Ys? The internet is not technology for them. The Zs, born after 1992, only know life with the Internet. The Zs are also all about social media. Most of us educators are wrapped up in social media, as well, but we’ve managed to keep education itself in a sterile environment, safe from the outside world. Naturally, many educators want to include their students in social media too, but they are not sure how to safely orchestrate an educational integration with networks like Facebook, Twitter, Foursquare, and so on. So let’s get serious about making a social-networking strategy for our classroom. Facebook is a good place to start since it is apparently too big to fail. Fantastic! Don’t discard your professionalism, though.

Community Colleges Take Major Step in Defining Role, Effectiveness -- WASHINGTON, Dec. 1, 2011 New National Accountability Measures Drill Down on Unique 2-Year Mission WASHINGTON, Dec. 1, 2011 /PRNewswire-USNewswire/ -- Following 18 months of intensive research, analysis and pilot testing, the American Association of Community Colleges (AACC) and its partners today launch the first-ever custom framework to measure how 2-year colleges perform in serving their more than 13 million students. The Voluntary Framework of Accountability (VFA), along with its newly-minted Metrics Manual v. 1.0 (www.aacc.nche.edu/vfa), will give community colleges what many believe has long been lacking in reporting their successes to the public and policymakers: specific metrics that assess how they do in areas such as student progress and achievement, implementation of career and technical education programs (credit and noncredit) and transparency in reporting outcomes. "We believe the VFA can be the foundational accountability framework for our colleges for now and into the future," said Bumphus.

5 Highly Effective Teaching Practices I remember how, as a new teacher, I would attend a professional development and feel inundated with new strategies. (I wanted to get back to the classroom and try them all!) After the magic of that day wore off, I reflected on the many strategies and would often think, "Lots of great stuff, but I'm not sure it's worth the time it would take to implement it all." We teachers are always looking to innovate, so, yes, it's essential that we try new things to add to our pedagogical bag of tricks. What Research Says This leads me to educational researcher John Hattie, who wrote Visible Learning for Teachers: Maximizing Impact on Learning. Hattie has spent more than 15 years researching the influences on achievement of K-12 children. 1. When a teacher begins a new unit of study or project with students, she clarifies the purpose and learning goals, and provides explicit criteria on how students can be successful. 2. 3. 4. 5. Collaborating with Colleagues Great teachers are earnest learners.

No Zeros… Until Part II It has been almost a year since I made the statement to my staff that I do not want them to assign a zero to any student until they intervene in some way (ask the student why the work wasn’t turned it, call the parent of the student, do something besides assigning a zero and moving on…) Since I made that now infamous statement, various reactions have occurred among staff, students and parents. Here is a summary of such reactions: I. Teacher Perspective Some were doing this long before I made the statement because they philosophically don’t agree with academic punishment for a behavioral problem.Some were confused because they believe I said, “No zeros. II. For some, it has increased their work ethic because they know their teachers will stay on them until an assignment is turned it. III. This is a polarizing topic and there are no easy solutions. A zero is very damaging and may not truly reflect what a student knows. Be Great, Dwight

NCAT Homepage ADA:Fast Facts for Faculty - Writing in the University Writing in the University By Brenda Brueggemann. Introduction The General Education Curriculum (GEC) Course Guidelines for the second and third (required) courses in writing at The Ohio State University state that: The abilities to read and listen with comprehension and critical acuity are requisite to the gaining of knowledge in a university setting. The ability to express oneself with clarity, both orally and in writing, provides the deepest proof of understanding. Further, we recognize that writing especially is a primary tool in learning itself, not just a means of expressing learning that has taken place. Many students, however, may often experience difficulties with writing that are not caused by a lack of understanding or critical ability. For students with disabilities there may be even greater obstacles to college writing. In-class Writing Activities Examples: Challenges: In-class writing may be challenging for many students. Lack of Technology: Time: Environmental Distractions:

Flipping Out – Reflections on the Flipped Classroom | Mary's Blog If you are an educator who pays attention to current trends in education, you will most certainly have heard the term “Flipped Classroom” being thrown around a lot lately. I myself heard about it last March at the EARCOS annual conference. So what is a ‘flipped classroom’? Is it just another educational fad that is destined to live a short life or is it a real way of changing education for the future? To learn more about the flipped classroom, I first visited the article Reverse Instruction: Dan Pink and Karl’s “Fisch Flip” on the Connected Principals blog. As the Internet revolution continues to build and increasingly influence everything under the sun, so too it is going to have a massive impact on teaching and learning in K-12 schools. I happened to be reading the article in the presence of a friend and teaching colleague and read the line aloud to her. We live today in a world of content. Pink ends the article by saying: “Here’s your homework for tonight. My brain is churning.

Nuancing of Access and Success Because the nation is rightly fixed on improving degree completion rates, the discussion about America’s higher education agenda is at risk of becoming so pedestrian that terms like access and success lose their meaning. In similar fashion, once everyone and everything became “green” it was less clear to me what was meant by a “green economy,” “green jobs” or “green politics.” Presently about 39% of the nation’s adult population has a college degree. Yet, the two fastest growing populations (Latinos and African Americans) remain the least likely to earn a college degree. Notwithstanding the importance of the degree completion agenda, there have been several instances over the last year that have caused me to worry that these terms are being thrown around with less than sufficient understanding about what they actually mean in relationship to required actions or more importantly what they might mean for students.

ADA: Partnership Grant - Fast Facts for Faculty Guided Notes Improving the Effectiveness of Your Lectures Developed by William L. What Are Guided Notes? Guided notes are instructor-prepared handouts that provide all students with background information and standard cues with specific spaces to write key facts, concepts, and/or relationships during the lecture. Some Pros and Cons of the Lecture Method Lecturing is one of the most widely used teaching methods in higher education. Advantages of lecturing. Although some educators consider the lecture method outdated and ineffective, it offers several advantages and reasons for its continued use (Barbetta & Scaruppa, 1995; Michael, 1994). Lecturing is an efficient use of the instructor's time. A good lecture can be presented from one semester to the next, reducing subsequent planning and preparation time to review and update. Lecturing is versatile. It can be used with large or small groups, for any curriculum area, and can last from a few minutes to several hours. Lectures can be personalized. 1.

The Best Sites For Getting Some Perspective On International Test Comparison Demagoguery release of test scores from 65 countries, and Shanghai’s top-ranking results, has already begun to be used by “school reformers” to further their agenda. (Also, see The Best Posts & Articles On 2012 PISA Test Results) I thought I’d put together a short list of articles and blog posts that put these test results in perspective: High Test Scores, Low Ability by Yong Zhao in The New York Times Do international test comparisons make sense? by Valerie Strauss at the Washington Post. Hysteria over PISA misses the point, again by Valerie Strauss at the Post. Economic and social failures blamed on schools by Walt Gardner in The Atlanta Journal Constitution. On Those ‘Stunning’ Shanghai Test Scores by James Fallows at The Atlantic. Poverty has a huge impact on American PISA scores by Stephen Krashen A True Wake-up Call for Arne Duncan: The Real Reason Behind Chinese Students Top PISA Performance by Yong Zhao Remember: Not Everyone Prioritizes Achievement by Corey Bower U.S. Relax, America. L.A.

A 'Moneyball' Approach to College - Technology By Marc Parry Cambridge, Mass. Educators have long held that the interactions between students and professors defy simple reduction. Yet in several areas of campus life, colleges are converting the student experience into numbers to crunch in the name of improving education. Think of it as higher education meets Moneyball. In one Harvard calculus class, even who you pair up with for group discussion is determined by a computer, one that tracks how well students are doing on the material. The software records Ben Falloon's location in the back row and how he answers each practice problem. Getting data down to frontline students and instructors like this marks a shift for an industry that often focuses on pushing numbers up to accreditors and trustees, says Mark Milliron, formerly of the Bill & Melinda Gates Foundation, which backs college data-mining. Today, half of students quit college before earning a credential. Educational data-mining also presents ethical questions. Better Choices Mr.

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