…It may actually distract from the learning objectives,” Stanfield says. Rather than the traditional lecture, Stanfield advocates very detailed, short lessons that take into account the way the brain works….
…the customary use of textbooks can hinder the development of critical thinking and meaningful learning. Instructors often resort to lecture because of its efficiency in covering content. However, student attention…
…any task or teaching content with a description of why it is important. I once had an instructor who began each lecture from whatever point he let off at the…
Professor Philip LaRocco is reimagining his Energy Business and Economic Development course with digitized lecture materials, collaborative assignments, and real-time feedback. With funding from Columbia University’s Office of the Provost,…
…of representing content. Too often we rely on a narrow range of course materials that may present unnecessary barriers for some students. In addition to textbooks and lectures, we can…
…significant. Remarkably, “Programmed Instruction” came out at the bottom. While faculty toil over getting that perfect lecture, the variation in learning outcomes from different lectures is negligible. So what did…
…and self-regulation of learning. What qualifies as active learning remains largely unchallenged. An example of why that’s an issue has become clear in the lecture vs. active learning debate. By…
…it feels. Flipped classrooms don’t have to be all or nothing; you can flip parts of a lecture or an assignment and leave the rest unchanged. Recommendation #3: Build margins…
