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02 Dec 12
Nathaniel GroszThis article helps to illustrate how the teaching style of lecturing is not as effective as we once thought and switching to a more student-focused style is a better style.
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07 Sep 12
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26 Apr 12
Anthony Armstrong"Physicists Seek To Lose The Lecture As Teaching Tool" NPR (7-min audio. Well worth your time.) http://t.co/vZGBvL0T
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25 Apr 12
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He says that listening to someone talk is not an effective way to learn any subject.
"Students have to be active in developing their knowledge," he says. "They can't passively assimilate it."
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Mazur says the key is to get them to do the assigned reading — what he calls the "information-gathering" part of education — before they come to class.
"In class, we work on trying to make sense of the information," Mazur says. "Because if you stop to think about it, that second part is actually the hardest part. And the information transfer, especially now that we live in an information age, is the easiest part."
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"With modern technology, if all there is is lectures, we don't need faculty to do it," Redish says. "Get 'em to do it once, put it on the Web, and fire the faculty."
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24 Apr 12
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08 Feb 12
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23 Jan 12
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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.
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David Hestenes, a physicist at Arizona State.
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Hestenes had a suspicion students were just memorizing the formulas and never really getting the concepts. So he and a colleague developed a test to look at students' conceptual understanding of physics.
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The traditional lecture-based physics course produces little or no change in most students' fundamental understanding of how the physical world works.
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"The classes only seem to be really working for about 10 percent of the students," Arizona State's Hestenes says. "And I maintain, I think all the evidence indicates, that these 10 percent are the students that would learn it even without the instructor. They essentially learn it on their own."
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listening to someone talk is not an effective way to learn any subject.
"Students have to be active in developing their knowledge," he says. "They can't passively assimilate it."
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small groups discussing a question. Three possible answers to the question are projected on a screen. Before the students start talking with one another, they use a mobile device to vote for their answer. Only 29 percent got it right. After talking for a few minutes
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This time, 62 percent of the students get the question right. Next, Mazur leads a discussion about the reasoning behind the answer. The process then begins again with a new question. This is a method Mazur calls "peer Instruction." He now teaches all of his classes this way.
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learning gains at the end of the semester nearly triple
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the key is to get them to do the assigned reading — what he calls the "information-gathering" part of education — before they come to class.
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In class, we work on trying to make sense of the information," Mazur says. "Because if you stop to think about it, that second part is actually the hardest part. And the information transfer, especially now that we live in an information age, is the easiest part."
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their role has changed.
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sage on the stage
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guide on the side
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20 Jan 12
SJSD Learning Project@wieber1: Via @nprnews: Physicists Seek To Lose The Lecture As Teaching Tool http://t.co/77ZXUAzD #sjsdlp #scied http://twitter.com/wieber1/status/160208749800329216
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18 Jan 12
Rick RossI think all the evidence indicates, that these 10 percent are the students that would learn it even without the instructor. They essentially learn it on their own."
"Students have to be active in developing their knowledge," he says. "They can't passively assimilate it."innovation education Education Innovation lecture favorites LearningAlternatives core learning
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While most physics students can recite Newton's second law of motion, Harvard's Mazur says, the conceptual test developed by Hestenes showed that after an entire semester they understood only about 14 percent more about the fundamental concepts of physics. When Mazur read the results, he shook his head in disbelief. The test covered such basic material.
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I think all the evidence indicates, that these 10 percent are the students that would learn it even without the instructor.
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"Students have to be active in developing their knowledge," he says. "They can't passively assimilate it."
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This is something many people have known intuitively for a long time — the physicists just came up with the hard data. Their work, along with research by cognitive scientists, provides a compelling case against lecturing. But with budgets shrinking and enrollments booming, large classes aren't going away. You don't have to lecture in a lecture hall though.
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This time, 62 percent of the students get the question right. Next, Mazur leads a discussion about the reasoning behind the answer. The process then begins again with a new question. This is a method Mazur calls "peer Instruction." He now teaches all of his classes this way.
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"In class, we work on trying to make sense of the information," Mazur says. "Because if you stop to think about it, that second part is actually the hardest part. And the information transfer, especially now that we live in an information age, is the easiest part."
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"With modern technology, if all there is is lectures, we don't need faculty to do it," Redish says. "Get 'em to do it once, put it on the Web, and fire the faculty."
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Some faculty are threatened by this, but Mazur says they don't have to be. Instead, they need to realize that their role has changed.
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17 Jan 12
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16 Jan 12
Carey PohankaHarvard determines that lectures don't work. http://t.co/O6UEazAk
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13 Jan 12
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11 Jan 12
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Christine Martell"Physicists Seek To Lose The Lecture As Teaching Tool"
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10 Jan 12
Martina DaviesEric Mazur's strategy
npr pedagogy 21stcenturylearning education lecture physics teaching learning
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09 Jan 12
Lew DouglasA summary of the Eric Mazur method.
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jurgen_eggesAbout Paul Mazur and his discovery of flipping the classroom in physics.
This re-working of traditional sage-on-the-stage education is a philosophy of education gaining some traction, thanks to open information platforms like YouTube. Khan Academy calls it flipping the classroom, where the information transfer takes place outside of school and working through the concepts together is the best use of time with instructors. Sitting passively in crowded classrooms has other consequences, too. Researchers in Amsterdam announced a significant positive relationship between physical activity and academic performance. -
08 Jan 12
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Gina MarantoNot a lot new in this report, but a nice overview of thinking regarding the disutility of lecturing.
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07 Jan 12
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06 Jan 12
Jon BoltonGood article about an alternative to lectures: http://t.co/uFI0Astb rather than just ranting that lectures are crap, as most people do.
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The lecture is one of the oldest forms of education there is.
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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.
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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. So I lectured," he says.
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"For a long while, I thought I was doing a really, really good job," he says.
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But then in 1990, he came across articles written by David Hestenes, a physicist at Arizona State.
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Hestenes had a suspicion students were just memorizing the formulas and never really getting the concepts. So he and a colleague developed a test to look at students' conceptual understanding of physics. It's a test Maryland's Redish has given his students many times.
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the conceptual test developed by Hestenes showed that after an entire semester they understood only about 14 percent more about the fundamental concepts of physics. When Mazur read the results, he shook his head in disbelief. The test covered such basic material.
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The test has now been given to tens of thousands of students around the world and the results are virtually the same everywhere. The traditional lecture-based physics course produces little or no change in most students' fundamental understanding of how the physical world works.
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He says that listening to someone talk is not an effective way to learn any subject.
"Students have to be active in developing their knowledge," he says. "They can't passively assimilate it."
-
"In class, we work on trying to make sense of the information," Mazur says. "Because if you stop to think about it, that second part is actually the hardest part. And the information transfer, especially now that we live in an information age, is the easiest part."
-
Maryland's Redish says when he lays out the case against lecturing, colleagues often nod their heads, but insist their lectures work just fine. Redish tells them — lecturing isn't enough anymore.
"With modern technology, if all there is is lectures, we don't need faculty to do it," Redish says. "Get 'em to do it once, put it on the Web, and fire the faculty."
-
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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.
-
students were just memorizing the formulas and never really getting the concepts.
-
The traditional lecture-based physics course produces little or no change in most students' fundamental understanding of how the physical world works
-
He says that listening to someone talk is not an effective way to learn any subject.
-
"Students have to be active in developing their knowledge," he says. "They can't passively assimilate it."
-
This is a method Mazur calls "peer Instruction." He now teaches all of his classes this way.
-
But ask anyone involved with efforts to lose the lecture and they'll tell you they encounter resistance. Sometimes the stiffest opposition comes from the students.
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Mazur sees himself now as the "guide on the side" – a kind of coach, working to help students understand all the knowledge and information that they have at their fingertips. Mazur says this new role is a more important one.
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Janet HouserThe traditional lecture-based physics course produces little or no change in most students' fundamental understanding of how the physical world works.
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At a recent class, the students — nearly 100 of them — are in small groups discussing a question. Three possible answers to the question are projected on a screen. Before the students start talking with one another, they use a mobile device to vote for their answer. Only 29 percent got it right. After talking for a few minutes, Mazur tells them to answer the question again.
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peer Instruction
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Mazur says the key is to get them to do the assigned reading — what he calls the "information-gathering" part of education — before they come to class.
-
-
-
The traditional lecture-based physics course produces little or no change in most students' fundamental understanding of how the physical world works.
-
The classes only seem to be really working for about 10 percent of the students," Arizona State's Hestenes says. "And I maintain, I think all the evidence indicates, that these 10 percent are the students that would learn it even without the instructor.
-
Students have to be active in developing their knowledge
-
At a recent class, the students — nearly 100 of them — are in small groups discussing a question. Three possible answers to the question are projected on a screen
-
This is a method Mazur calls "peer Instruction."
-
key is to get them to do the assigned reading
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"We need to educate a population to compete in this global marketplace," says Brian Lukoff, an education researcher at Harvard. "We can't do that by just sort of picking out 10 percent and saying, 'Oh you guys are going to be the successful ones,' and you know we need a much larger swath of that population to be able to think critically and problem-solve."
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"With modern technology, if all there is is lectures, we don't need faculty to do it," Redish says. "Get 'em to do it once, put it on the Web, and fire the faculty."
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05 Jan 12
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Brian MurfinPhysicists Seek To Lose The Lecture As Teaching Tool
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Dont Know How(Quite a radical conclusion. The truth must be somewhere in between, as usual)
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Rather than lecturing, he makes his students do most of the talking.
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"With modern technology, if all there is is lectures, we don't need faculty to do it," Redish says. "Get 'em to do it once, put it on the Web, and fire the faculty."
-
"It used to be just be the 'sage on the stage,' the source of knowledge and information," he says. "We now know that it's not good enough to have a source of information."
-
Mazur sees himself now as the "guide on the side" – a kind of coach, working to help students understand all the knowledge and information that they have at their fingertips.
-
-
-
At a recent class, the students — nearly 100 of them — are in small groups discussing a question. Three possible answers to the question are projected on a screen. Before the students start talking with one another, they use a mobile device to vote for their answer. Only 29 percent got it right. After talking for a few minutes, Mazur tells them to answer the question again.
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04 Jan 12
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Alice Barr"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."
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Hestenes had a suspicion students were just memorizing the formulas and never really getting the concepts.
-
"The classes only seem to be really working for about 10 percent of the students," Arizona State's Hestenes says. "And I maintain, I think all the evidence indicates, that these 10 percent are the students that would learn it even without the instructor. They essentially learn it on their own."
-
Maryland's Redish says when he lays out the case against lecturing, colleagues often nod their heads, but insist their lectures work just fine. Redish tells them — lecturing isn't enough anymore.
-
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Barbara McDonaldYou can count on physicists to quantify their research!
"He says that listening to someone talk is not an effective way to learn any subject.
"Students have to be active in developing their knowledge," he says. "They can't passively assimilate it.""Learning Design Teaching and Learning Practices 21 Century Skills and Tools Professional Development
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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.
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03 Jan 12
Danielle Skaggs"Mazur's physics class is now different. Rather than lecturing, he makes his students do most of the talking.
At a recent class, the students — nearly 100 of them — are in small groups discussing a question. Three possible answers to the question are projected on a screen. Before the students start talking with one another, they use a mobile device to vote for their answer. Only 29 percent got it right. After talking for a few minutes, Mazur tells them to answer the question again.
This time, 62 percent of the students get the question right. Next, Mazur leads a discussion about the reasoning behind the answer. The process then begins again with a new question. This is a method Mazur calls "peer Instruction." He now teaches all of his classes this way.
"What we found over now close to 20 years of using this approach is that the learning gains at the end of the semester nearly triple," he says.
One value of this approach is that it can be done with hundreds of students. You don't need small classes to get students active and engaged. Mazur says the key is to get them to do the assigned reading — what he calls the "information-gathering" part of education — before they come to class.
"In class, we work on trying to make sense of the information," Mazur says. "Because if you stop to think about it, that second part is actually the hardest part. And the information transfer, especially now that we live in an information age, is the easiest part."" -
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But with budgets shrinking and enrollments booming, large classes aren't going away. You don't have to lecture in a lecture hall though.
Mazur's physics class is now different. Rather than lecturing, he makes his students do most of the talking.
-
-
aJohn GuerraThe 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. So I lectured," he says.
He loved to lecture. Mazur's students apparently loved it, too. They gave him great evaluations and his classes were full.
"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 got the idea for the series when a colleague came to him with a problem. The students in his introductory physics courses were not doing well: Semester after semester, the class average never got above about 40 percent.
"I noted that the reason for that was that his examination questions were mostly qualitative, requiring understanding of the concepts rather than just calculational, using formulas, which is what most of the instructors did," Hestenes says.
Hestenes had a suspicion students were just memorizing the formulas and never really getting the concepts. So he and a colleague developed a test to look at students' conceptual understanding of physics. It's a test Maryland's Redish has given his students many times.lecturing teaching method education reform - college education reform
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Tracy TutenExplanation of using peer instruction and arguments against the lecture as a college teaching tool.
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Mike taylorWhat? No More Lectures? http://t.co/4V9zHcH1 #learning #training
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02 Jan 12
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"Students have to be active in developing their knowledge," he says. "They can't passively assimilate it."
-
Mazur's physics class is now different. Rather than lecturing, he makes his students do most of the talking.
At a recent class, the students — nearly 100 of them — are in small groups discussing a question. Three possible answers to the question are projected on a screen. Before the students start talking with one another, they use a mobile device to vote for their answer. Only 29 percent got it right. After talking for a few minutes, Mazur tells them to answer the question again.
This time, 62 percent of the students get the question right. Next, Mazur leads a discussion about the reasoning behind the answer. The process then begins again with a new question. This is a method Mazur calls "peer Instruction." He now teaches all of his classes this way.
"What we found over now close to 20 years of using this approach is that the learning gains at the end of the semester nearly triple," he says.
-
One value of this approach is that it can be done with hundreds of students. You don't need small classes to get students active and engaged. Mazur says the key is to get them to do the assigned reading — what he calls the "information-gathering" part of education — before they come to class.
"In class, we work on trying to make sense of the information," Mazur says. "Because if you stop to think about it, that second part is actually the hardest part. And the information transfer, especially now that we live in an information age, is the easiest part."
-
"With modern technology, if all there is is lectures, we don't need faculty to do it," Redish says. "Get 'em to do it once, put it on the Web, and fire the faculty."
-
'sage on the stage,'
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"guide on the side"
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Monika King"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." -
-
He says that listening to someone talk is not an effective way to learn any subject.
"Students have to be active in developing their knowledge," he says. "They can't passively assimilate it."
-
At a recent class, the students — nearly 100 of them — are in small groups discussing a question. Three possible answers to the question are projected on a screen. Before the students start talking with one another, they use a mobile device to vote for their answer. Only 29 percent got it right. After talking for a few minutes, Mazur tells them to answer the question again.
This time, 62 percent of the students get the question right. Next, Mazur leads a discussion about the reasoning behind the answer. The process then begins again with a new question. This is a method Mazur calls "peer Instruction." He now teaches all of his classes this way.
-
the key is to get them to do the assigned reading — what he calls the "information-gathering" part of education — before they come to class.
-
"In class, we work on trying to make sense of the information," Mazur says. "Because if you stop to think about it, that second part is actually the hardest part. And the information transfer, especially now that we live in an information age, is the easiest part."
-
"We need to educate a population to compete in this global marketplace," says Brian Lukoff, an education researcher at Harvard. "We can't do that by just sort of picking out 10 percent and saying, 'Oh you guys are going to be the successful ones,' and you know we need a much larger swath of that population to be able to think critically and problem-solve."
-
"With modern technology, if all there is is lectures, we don't need faculty to do it," Redish says. "Get 'em to do it once, put it on the Web, and fire the faculty."
-
"It used to be just be the 'sage on the stage,' the source of knowledge and information," he says. "We now know that it's not good enough to have a source of information."
-
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Michelle RubinoFYI. Not sure if you've seen this already.
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"The classes only seem to be really working for about 10 percent of the students," Arizona State's Hestenes says. "And I maintain, I think all the evidence indicates, that these 10 percent are the students that would learn it even without the instructor. They essentially learn it on their own."
He says that listening to someone talk is not an effective way to learn any subject.
-
Mazur's physics class is now different. Rather than lecturing, he makes his students do most of the talking.
-
Some faculty are threatened by this, but Mazur says they don't have to be. Instead, they need to realize that their role has changed.
-
-
-
key is to get them to do the assigned reading — what he calls the "information-gathering" part of education — before they come to class.
-
"It used to be just be the 'sage on the stage,' the source of knowledge and information," he says. "We now know that it's not good enough to have a source of information."
Mazur sees himself now as the "guide on the side" – a kind of coach, working to help students understand all the knowledge and information that they have at their fingertips. Mazur says this new role is a more important one.
-
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