Comments on: Ending the ‘tyranny of the lecture’ http://www.eschoolnews.com/2011/07/27/ending-the-tyranny-of-the-lecture/ Just another eSchool Media site Thu, 10 Jan 2013 16:37:10 +0000 hourly 1 http://wordpress.org/?v=3.4.2 By: Tim Raymond http://www.eschoolnews.com/2011/07/27/ending-the-tyranny-of-the-lecture/comment-page-1/#comment-1960 Tim Raymond Tue, 02 Aug 2011 02:23:34 +0000 http://www.eschoolnews.com/?p=68712#comment-1960 Application, outcome based education, performance standards, all have had their day in this conversation and continue to do so and with good reason. At some point application is necessary for the higher levels of thinking to be engaged. As professional educator's in this scenario it's our responsibility to provide the incentive for our students to want "to take it upon themselves to do the work". Content based lecture being the only formative tool used in the classroom for instruction has shown to be limited if used as the only instructional strategy. We're capable of so much more and our students deserve that. Application, outcome based education, performance standards, all have had their day in this conversation and continue to do so and with good reason. At some point application is necessary for the higher levels of thinking to be engaged. As professional educator’s in this scenario it’s our responsibility to provide the incentive for our students to want “to take it upon themselves to do the work”. Content based lecture being the only formative tool used in the classroom for instruction has shown to be limited if used as the only instructional strategy. We’re capable of so much more and our students deserve that.

]]> By: Tim Raymond http://www.eschoolnews.com/2011/07/27/ending-the-tyranny-of-the-lecture/comment-page-1/#comment-3640 Tim Raymond Tue, 02 Aug 2011 02:23:34 +0000 http://www.eschoolnews.com/?p=68712#comment-3640 Application, outcome based education, performance standards, all have had their day in this conversation and continue to do so and with good reason. At some point application is necessary for the higher levels of thinking to be engaged. As professional educator's in this scenario it's our responsibility to provide the incentive for our students to want "to take it upon themselves to do the work". Content based lecture being the only formative tool used in the classroom for instruction has shown to be limited if used as the only instructional strategy. We're capable of so much more and our students deserve that. Application, outcome based education, performance standards, all have had their day in this conversation and continue to do so and with good reason. At some point application is necessary for the higher levels of thinking to be engaged. As professional educator’s in this scenario it’s our responsibility to provide the incentive for our students to want “to take it upon themselves to do the work”. Content based lecture being the only formative tool used in the classroom for instruction has shown to be limited if used as the only instructional strategy. We’re capable of so much more and our students deserve that.

]]> By: reycarr http://www.eschoolnews.com/2011/07/27/ending-the-tyranny-of-the-lecture/comment-page-1/#comment-1959 reycarr Mon, 01 Aug 2011 22:55:47 +0000 http://www.eschoolnews.com/?p=68712#comment-1959 Peer-based teaching and peer-led discussion have been used extensively for quite some time in many colleges and universities. I hope this article isn't implying that this is another thing that Harvard invented. In fact, they seem to be the last to the party, and by far not the first. We've been cataloguing these methods, providing training, and acting as a clearinghouse for information about them since 1982. Peer-based teaching and peer-led discussion have been used extensively for quite some time in many colleges and universities. I hope this article isn’t implying that this is another thing that Harvard invented. In fact, they seem to be the last to the party, and by far not the first. We’ve been cataloguing these methods, providing training, and acting as a clearinghouse for information about them since 1982.

]]> By: reycarr http://www.eschoolnews.com/2011/07/27/ending-the-tyranny-of-the-lecture/comment-page-1/#comment-3639 reycarr Mon, 01 Aug 2011 22:55:47 +0000 http://www.eschoolnews.com/?p=68712#comment-3639 Peer-based teaching and peer-led discussion have been used extensively for quite some time in many colleges and universities. I hope this article isn't implying that this is another thing that Harvard invented. In fact, they seem to be the last to the party, and by far not the first. We've been cataloguing these methods, providing training, and acting as a clearinghouse for information about them since 1982. Peer-based teaching and peer-led discussion have been used extensively for quite some time in many colleges and universities. I hope this article isn’t implying that this is another thing that Harvard invented. In fact, they seem to be the last to the party, and by far not the first. We’ve been cataloguing these methods, providing training, and acting as a clearinghouse for information about them since 1982.

]]> By: r1ckr011 http://www.eschoolnews.com/2011/07/27/ending-the-tyranny-of-the-lecture/comment-page-1/#comment-1944 r1ckr011 Fri, 29 Jul 2011 01:44:32 +0000 http://www.eschoolnews.com/?p=68712#comment-1944 I don't see this is a problem. The fact that our students are underachievers as the 2nd poster pointed out is more or less irrelevant. The "background" information is something that is completely outside of class and which is largely just noise for the most of us. Unless practical application follows from knowledge, it will wither and die. That is a really simple and commonsense idea that has been largely ignored recently. I know i speak for other students as well as myself when i find that study groups (which IS the second part of the process) are essential for higher learning and even rudimentary learning in some cases. So why should we pretend that students can't do what they are already having to do. It's "socialist" for the students to share what they have learned with their peers? Should the knowledge and expertise be concentrated solely with the instructors, like some sort of educational pyramid scheme? If we are to make it to higher heights with our educational goals, everyone has to try a little harder and pick up the slack for their classmates. Like it or not, society will already be doing this automatically when the students come out of colleges and schools and into the job market. That's how the system works. Some people will be having to work harder so other people will be more successful as well as themselves (everybody has a manager or ruler above himself,no?) The fact that we can bootstrap the process and combine the two steps into one is really innovative and would not be possible without information tech. But we have copious amounts of that to spare. It's time to be more practical with our brainpower and incorporate social aspects to learning instead of relying solely on our left brain I don’t see this is a problem. The fact that our students are underachievers as the 2nd poster pointed out is more or less irrelevant. The “background” information is something that is completely outside of class and which is largely just noise for the most of us. Unless practical application follows from knowledge, it will wither and die. That is a really simple and commonsense idea that has been largely ignored recently.

I know i speak for other students as well as myself when i find that study groups (which IS the second part of the process) are essential for higher learning and even rudimentary learning in some cases. So why should we pretend that students can’t do what they are already having to do. It’s “socialist” for the students to share what they have learned with their peers? Should the knowledge and expertise be concentrated solely with the instructors, like some sort of educational pyramid scheme? If we are to make it to higher heights with our educational goals, everyone has to try a little harder and pick up the slack for their classmates. Like it or not, society will already be doing this automatically when the students come out of colleges and schools and into the job market. That’s how the system works. Some people will be having to work harder so other people will be more successful as well as themselves (everybody has a manager or ruler above himself,no?)

The fact that we can bootstrap the process and combine the two steps into one is really innovative and would not be possible without information tech. But we have copious amounts of that to spare. It’s time to be more practical with our brainpower and incorporate social aspects to learning instead of relying solely on our left brain

]]> By: r1ckr011 http://www.eschoolnews.com/2011/07/27/ending-the-tyranny-of-the-lecture/comment-page-1/#comment-3624 r1ckr011 Fri, 29 Jul 2011 01:44:32 +0000 http://www.eschoolnews.com/?p=68712#comment-3624 I don't see this is a problem. The fact that our students are underachievers as the 2nd poster pointed out is more or less irrelevant. The "background" information is something that is completely outside of class and which is largely just noise for the most of us. Unless practical application follows from knowledge, it will wither and die. That is a really simple and commonsense idea that has been largely ignored recently. I know i speak for other students as well as myself when i find that study groups (which IS the second part of the process) are essential for higher learning and even rudimentary learning in some cases. So why should we pretend that students can't do what they are already having to do. It's "socialist" for the students to share what they have learned with their peers? Should the knowledge and expertise be concentrated solely with the instructors, like some sort of educational pyramid scheme? If we are to make it to higher heights with our educational goals, everyone has to try a little harder and pick up the slack for their classmates. Like it or not, society will already be doing this automatically when the students come out of colleges and schools and into the job market. That's how the system works. Some people will be having to work harder so other people will be more successful as well as themselves (everybody has a manager or ruler above himself,no?) The fact that we can bootstrap the process and combine the two steps into one is really innovative and would not be possible without information tech. But we have copious amounts of that to spare. It's time to be more practical with our brainpower and incorporate social aspects to learning instead of relying solely on our left brain I don’t see this is a problem. The fact that our students are underachievers as the 2nd poster pointed out is more or less irrelevant. The “background” information is something that is completely outside of class and which is largely just noise for the most of us. Unless practical application follows from knowledge, it will wither and die. That is a really simple and commonsense idea that has been largely ignored recently.

I know i speak for other students as well as myself when i find that study groups (which IS the second part of the process) are essential for higher learning and even rudimentary learning in some cases. So why should we pretend that students can’t do what they are already having to do. It’s “socialist” for the students to share what they have learned with their peers? Should the knowledge and expertise be concentrated solely with the instructors, like some sort of educational pyramid scheme? If we are to make it to higher heights with our educational goals, everyone has to try a little harder and pick up the slack for their classmates. Like it or not, society will already be doing this automatically when the students come out of colleges and schools and into the job market. That’s how the system works. Some people will be having to work harder so other people will be more successful as well as themselves (everybody has a manager or ruler above himself,no?)

The fact that we can bootstrap the process and combine the two steps into one is really innovative and would not be possible without information tech. But we have copious amounts of that to spare. It’s time to be more practical with our brainpower and incorporate social aspects to learning instead of relying solely on our left brain

]]> By: janthos http://www.eschoolnews.com/2011/07/27/ending-the-tyranny-of-the-lecture/comment-page-1/#comment-1943 janthos Thu, 28 Jul 2011 23:37:24 +0000 http://www.eschoolnews.com/?p=68712#comment-1943 I also teach computer programming in a college where students do little or no preparation for class. Many do not open the text until they are told to in class. I then proceed through the text in class to familiarize students with the terminology and how the code relates through examples in the text, the class discusses how the concepts lead to the code shown. We then use the concepts to write a program in class together. once done, we discuss what each line of code relates to the concepts we learned. Through hands-on application of what was covered, students can better understand what they have done and why. I also teach computer programming in a college where students do little or no preparation for class. Many do not open the text until they are told to in class. I then proceed through the text in class to familiarize students with the terminology and how the code relates through examples in the text, the class discusses how the concepts lead to the code shown. We then use the concepts to write a program in class together. once done, we discuss what each line of code relates to the concepts we learned. Through hands-on application of what was covered, students can better understand what they have done and why.

]]> By: janthos http://www.eschoolnews.com/2011/07/27/ending-the-tyranny-of-the-lecture/comment-page-1/#comment-3623 janthos Thu, 28 Jul 2011 23:37:24 +0000 http://www.eschoolnews.com/?p=68712#comment-3623 I also teach computer programming in a college where students do little or no preparation for class. Many do not open the text until they are told to in class. I then proceed through the text in class to familiarize students with the terminology and how the code relates through examples in the text, the class discusses how the concepts lead to the code shown. We then use the concepts to write a program in class together. once done, we discuss what each line of code relates to the concepts we learned. Through hands-on application of what was covered, students can better understand what they have done and why. I also teach computer programming in a college where students do little or no preparation for class. Many do not open the text until they are told to in class. I then proceed through the text in class to familiarize students with the terminology and how the code relates through examples in the text, the class discusses how the concepts lead to the code shown. We then use the concepts to write a program in class together. once done, we discuss what each line of code relates to the concepts we learned. Through hands-on application of what was covered, students can better understand what they have done and why.

]]> By: deaniesensei http://www.eschoolnews.com/2011/07/27/ending-the-tyranny-of-the-lecture/comment-page-1/#comment-1941 deaniesensei Thu, 28 Jul 2011 20:43:51 +0000 http://www.eschoolnews.com/?p=68712#comment-1941 I have mixed opinions on student-generated lectures. I have taken classes for masters and extra licenses. Throughout my courses I had both teaching/lecture styles. Personally, I learned more when the teacher lectured with open discussions/questions. I learned the least when the students presented and did most of the class content/presentations/etc. It also left me feeling like we "the students" ended up with the task of creating the class content. I paid a lot of money for the instructor to bring the information/content to me. I think it's a bogus philosophy to put the responsibility on students to create the class materials. I can see this as a few lessons throughout the course to spot check for understanding but when the whole class is to give you websites, etc. and you're told to go out, find the resources, read it and report back to the class. I pay $300 or more per credit to learn from the expert in front of the room, not confused (possibly espousing opinions) students sitting in the class. I have mixed opinions on student-generated lectures. I have taken classes for masters and extra licenses. Throughout my courses I had both teaching/lecture styles. Personally, I learned more when the teacher lectured with open discussions/questions. I learned the least when the students presented and did most of the class content/presentations/etc. It also left me feeling like we “the students” ended up with the task of creating the class content. I paid a lot of money for the instructor to bring the information/content to me. I think it’s a bogus philosophy to put the responsibility on students to create the class materials. I can see this as a few lessons throughout the course to spot check for understanding but when the whole class is to give you websites, etc. and you’re told to go out, find the resources, read it and report back to the class. I pay $300 or more per credit to learn from the expert in front of the room, not confused (possibly espousing opinions) students sitting in the class.

]]> By: deaniesensei http://www.eschoolnews.com/2011/07/27/ending-the-tyranny-of-the-lecture/comment-page-1/#comment-3621 deaniesensei Thu, 28 Jul 2011 20:43:51 +0000 http://www.eschoolnews.com/?p=68712#comment-3621 I have mixed opinions on student-generated lectures. I have taken classes for masters and extra licenses. Throughout my courses I had both teaching/lecture styles. Personally, I learned more when the teacher lectured with open discussions/questions. I learned the least when the students presented and did most of the class content/presentations/etc. It also left me feeling like we "the students" ended up with the task of creating the class content. I paid a lot of money for the instructor to bring the information/content to me. I think it's a bogus philosophy to put the responsibility on students to create the class materials. I can see this as a few lessons throughout the course to spot check for understanding but when the whole class is to give you websites, etc. and you're told to go out, find the resources, read it and report back to the class. I pay $300 or more per credit to learn from the expert in front of the room, not confused (possibly espousing opinions) students sitting in the class. I have mixed opinions on student-generated lectures. I have taken classes for masters and extra licenses. Throughout my courses I had both teaching/lecture styles. Personally, I learned more when the teacher lectured with open discussions/questions. I learned the least when the students presented and did most of the class content/presentations/etc. It also left me feeling like we “the students” ended up with the task of creating the class content. I paid a lot of money for the instructor to bring the information/content to me. I think it’s a bogus philosophy to put the responsibility on students to create the class materials. I can see this as a few lessons throughout the course to spot check for understanding but when the whole class is to give you websites, etc. and you’re told to go out, find the resources, read it and report back to the class. I pay $300 or more per credit to learn from the expert in front of the room, not confused (possibly espousing opinions) students sitting in the class.

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