Good reminder to resist the urge to preach. Further, if you're student-centered, then taking into account "intelligences" or learning styles/wiring is key. The experimental piece is really bringing it into experiential education.
This link has been bookmarked by 40 people . It was first bookmarked on 13 Jan 2009, by kapil bhatia.
-
19 Aug 11
-
12 May 11
-
24 Aug 10
-
The physics department has replaced the traditional large introductory lecture with smaller classes that emphasize hands-on, interactive, collaborative learning. Last fall, after years of experimentation and debate and resistance from students, who initially petitioned against it, the department made the change permanent. Already, attendance is up and the failure rate has dropped by more than 50 percent.
-
-
13 Apr 10
-
08 Mar 10
-
07 Mar 10
-
06 Mar 10
-
Dan Rehman"“Just as you can’t become a marathon runner by watching marathons on TV,” Professor Mazur said, “likewise for science, you have to go through the thought processes of doing science and not just watch your instructor do it.”"
-
Chris HaysUniversities are racing to change their style and the results are more positive then they hoped for. (Great to see my University on the list.) This is a thought provoking article for HS and teaching theories.
-
-
In an article in the education journal Change last year, Dr. Wieman noted that the human brain “can hold a maximum of about seven different items in its short-term working memory and can process no more than about four ideas at once.”
-
Instead of blackboards, the walls are covered with white boards and huge display screens. Circulating with a team of teaching assistants, the professor makes brief presentations of general principles and engages the students as they work out related concepts in small groups.
-
-
05 Mar 10
-
13 Nov 09
Ivan TravkinThe Massachusetts Institute of Technology has changed the way it offers some introductory classes.
diigo nytimes learning education teaching lectures mit articles blackboard
-
16 Sep 09
-
06 Jul 09
-
“There was a long tradition that what it meant to teach was to give a really well-prepared lecture,” said Peter Dourmashkin, a senior lecturer in physics at M.I.T. and a strong proponent of the new method. “It was the students’ job to figure it out.”
-
The failure rate for those lecture courses, even those taught by the most mesmerizing teachers, was typically 10 percent to 12 percent. Now, it has dropped to 4 percent.
-
-
25 Feb 09
Dameron MidgetteModern approaches to teaching-very relevant for different intelligences and subjects
-
Add Sticky Noteresearch showing that most students learn fundamental concepts more successfully, and are better able to apply them, through interactive, collaborative, student-centered learning
-
-
Add Sticky Note“Just as you can’t become a marathon runner by watching marathons on TV,” Professor Mazur said, “likewise for science, you have to go through the thought processes of doing science and not just watch your instructor do it.”
-
Make them create it themselves. (Internally or externally..) Like Alex Kostic's dive in, then roll back.
-
-
Add Sticky Note
In an article in the education journal Change last year, Dr. Wieman noted that the human brain “can hold a maximum of about seven different items in its short-term working memory and can process no more than about four ideas at once.”
“But the number of new items that students are expected to remember and process in the typical hourlong science lecture is vastly greater,” he continued. “So we should not be surprised to find that students are able to take away only a small fraction of what is presented to them in that format.”
-
Make sure to pick the concepts carefully, so they are overarching and not too narrow in scope (requires more of them). Then limit the number strictly, and control for them in the exercises (ala systema).
-
-
-
13 Feb 09
-
09 Feb 09
-
08 Feb 09
Daniel MolnarThe two state-of-the-art TEAL classrooms alone cost $2.5 million, Professor Belcher said.
-
06 Feb 09
-
19 Jan 09
Rodd LucierIt's about time...
mit lecture classroom2.0 studio learning collaboration research nytimes
-
18 Jan 09
-
16 Jan 09
-
15 Jan 09
hubert guillaudAu MIT, les tableaux noirs et les cours magistraux ont été remplacés par des écrans, des projecteurs et des modules d'apprentissages collaboratifs. Et le MIT n'est pas le seul à transformer ses méthodes d'enseignements. Les physiciens appliquent les métho
-
14 Jan 09
John TraversGreat story about how this high quality University has replaced some lectures with problem solving tutorials - with lots of ICT - and is getting very positive results.
-
13 Jan 09
-
has replaced the traditional large introductory lecture with smaller classes that emphasize hands-on, interactive, collaborative learning.
-
resistance from students, who initially petitioned against it
-
physicists have been pioneering teaching methods drawn from research showing that most students learn fundamental concepts more successfully, and are better able to apply them, through interactive, collaborative, student-centered learning.
-
“So we should not be surprised to find that students are able to take away only a small fraction of what is presented to them in that format.”
-
but today they meet in high-tech classrooms, where about 80 students sit at 13 round tables equipped with networked computers.
-
Instead of blackboards, the walls are covered with white boards and huge display screens. Circulating with a team of teaching assistants, the professor makes brief presentations of general principles and engages the students as they work out related concepts in small groups.
-
“There was a long tradition that what it meant to teach was to give a really well-prepared lecture,” said Peter Dourmashkin, a senior lecturer in physics at M.I.T. and a strong proponent of the new method. “It was the students’ job to figure it out.”
-
Public Stiky Notes
Would you like to comment?
Join Diigo for a free account, or sign in if you are already a member.