Anyone Still Listening? Educators Consider Killing the Lecture
Don't Lecture Me: Rethinking How College Students Learn
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Educators Consider Killing the Lecture","publishDate":1374253614,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_30065\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/sidewalk_flying/5375603380/sizes/z/in/photolist-9c2nAU-apqAtM-aptj6m-apqABH-9U5nn3-7z66hp-ALusX-d2CGb-8BzHSr-8BzGJg-8BCQdU-5cikrR-daRLo5-daRLX2-ALusQ-azJQZq-5MdhL6-4NJuCo-drUV2p-drUSJB-drV2rE-drUUPa-drV2Jw-drV5oA-drV3LQ-drV383-drV1U1-drV4WL-drV69w-drUVk6-drV3pQ-drUWB2-339ZpM-339Zuk-8nDz3C-33exqA-5Y7iq2-5Y7iwi-33exoj-4mc93i-dkMgsP-9n4GqP-daTVtD-4JUAbh-daRJSG-ej9k3d-ej9eHf-ej9cLw-ej3tJD-ej9jr7-ej9cMG/\">\u003cimg class=\"size-full wp-image-30065\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/5375603380_2f3c0b6aa0_z.jpg\" alt=\"5375603380_2f3c0b6aa0_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/07/5375603380_2f3c0b6aa0_z.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/5375603380_2f3c0b6aa0_z-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/5375603380_2f3c0b6aa0_z-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Scott Aikin admits that he’s “a very conservative pedagogue.” That’s why the author and Associate Professor of Philosophy at Vanderbilt University says that, this fall, he’s asking his students to keep their laptops at home. Instead, he wants their full attention for his main method of teaching: lecturing.\u003c/p>\n\u003cp>“I call it ‘the chalk and talk.’ I have a piece of chalk and I talk. I fill the board with notes and sometimes diagram things or map out an argument. Students are allowed to stop and ask questions or challenge at any time, and I'll make good on answers. That's it. Students only need pens and paper for the class (if not their books, too),” he said.\u003c/p>\n\u003cp>Aikin’s method appears beyond retro -- some would even call it obsolete -- but Aikin says that’s fine with him. He finds being the “sage on the stage” to be most effective. “The most content-full and involved classes from my college (and even graduate) days were primarily lecture courses,” he said. “Everything I do as a lecturer now I've cribbed from those I thought effective in front of a class.”\u003c/p>\n\u003cp>Studies show lecturing to be an effective tool for transferring information: for example, a 2011 study of classroom teaching methods performed by Guido Schwerdt of Harvard’s Program on Education Policy and Governance and Amelie C. Wuppermann at the University of Mainz, Germany, found that larger amounts of class time lecturing increased \u003ca href=\"http://educationnext.org/sage-on-the-stage/\">junior high math and science students’ test scores\u003c/a> over time spent on problem-solving activities. But the majority of higher education seems to be moving in the opposite direction, toward project-based and student-led work, especially for time spent in class.\u003c/p>\n\u003cp>A large reason for the shift is much of the information conveyed in a typical lecture is already available for free, at any time online, freeing up class time for more in-depth, hands-on work. Dr. Tim Lahey, infectious diseases specialist and Associate Professor of Medicine at Dartmouth’s Geisel School of Medicine, says the dilemma whether to kill the lecture is “the million dollar question in education, medical and otherwise.” One of Lahey’s main goals as head of Dartmouth medical school’s curriculum redesign is to incorporate more interactive work, what he calls the “evidence-based (and fun) teaching tools,” that he believes will revitalize medical school learning.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>This is “the million dollar question in education.”\u003c/strong> \u003c/aside>\n\u003cp>Teachers are wrong to assume that their role is to only convey information, and that merely saying the magic words will translate into learning for students, Lahey said. “Our students can access lots of information really efficiently now online, probably more efficiently than we could ever relay it,” he said. “So the added value of interactions with faculty should be talking through difficult concepts, refining difficult decision-making, and otherwise doing the challenging stuff that can’t be done with a laptop or phone. I try to structure lectures with that in mind.”\u003c/p>\n\u003cp>Lahey is eager to introduce more peer instruction in the revamped medical curriculum, because, he says, it’s clear that students working together in small groups \u003ca href=\"http://web.mit.edu/jbelcher/www/TEALref/Crouch_Mazur.pdf\">produce superior outcomes\u003c/a> to lecturing.\u003c/p>\n\u003cp>\u003cstrong>TRUSTING PEERS\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://mazur.harvard.edu/education/pi_manual.php\">Peer instruction\u003c/a> was first introduced by Eric Mazur, the Balkanski Professor of Physics and Applied Physics at Harvard University and Area Dean of Applied Physics, to his classes in 1991. Mazur, who found that this method helped students understand better, said lectures are much like musical concerts -- they can still be appreciated, especially as a motivational tool. But what’s changed is that the lecture is no longer the only way to transfer important information. “Ever since the Middle Ages, the primary vehicle for conveying information was the lecture,” he said. “But this is the 21st century, and there are so many ways to convey information, it’s not the necessity it once was.” Students don’t learn by listening, they learn by doing, and Mazur points out that the brain’s “hard work” of learning has to be performed by the learner, not the lecture.\u003c/p>\n\u003cp style=\"text-align: left\">Mazur’s method of peer instruction for physics classes involves two steps: first, he “primes the pump” by assigning reading or watching an online video of a lecture outside of class, and has students annotate the parts they had trouble understanding. Part two happens at the next class, when Mazur revisits concepts students stumbled over. “I say, here’s a question, think about it individually,” he said. “Then, commit to an answer, write it down on a piece of paper, or sometimes we use clickers, or handheld devices, or whatever. But here’s the crucial step: After you have committed to an answer, turn to the people around you, find a person with a different answer, and try to come to some agreement.”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/dont-lecture-me-rethinking-how-college-students-learn-2/\">Don't Lecture Me: Rethinking How Students Learn]\u003c/a>\u003c/p>\n\u003cp>When students show each other how they came to a certain answer, they get a chance to refine their thinking, showing the other student why they did what they did. “When I say it, it may sound very clear and convincing, but to the students you are not really helpful,” said Mazur, explaining professors’ sometime \u003ca href=\"http://www.aps.org/publications/apsnews/200711/backpage.cfm\">curse of knowledge\u003c/a>, and that new learners are sometimes able to explain a new concept to confused students better than a professor.\u003c/p>\n\u003cp>And while even “conservative” professors like Aikin still actively seek student involvement through discussions and allowing students to “share the expertise” in class, some students think it’s not nearly enough. Somewhere between standards and what professors deem best for students lies what students want out of the learning experience, a concern that professors rarely consider, says Zak Malamed, \u003ca href=\"http://www.stuvoice.org/\">Student Voice\u003c/a> founder and University of Maryland College Park sophomore. Malamed said that personalized learning is very important to 21st century students. “Professors do not engage students enough, if at all, when trying to innovate the classroom,” he said. “It's shocking how out of touch they can be, just because they didn't take the time to hear their students' perspectives.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>In Malamed’s favorite class on social media, the professor asked how students wanted to learn what was on the syllabus, and made the class a conversation in a way that felt relevant to modern society. And the most memorable lecture Malamed has experienced at the university level was with Harvard’s Michael Sandel: “He interacts with his audience - it's terrible that I see it as an audience, by the way - and engages the audience with each other. It makes the classroom seem much smaller than it is, and saves me from my short attention span.”\u003c/p>\n\n","blocks":[],"excerpt":"Though some teachers are still adamantly holding onto traditional formal lectures, many others are considering whether this is an ineffective and outdated model that no longer works in the information age.","status":"publish","parent":0,"modified":1375719859,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":14,"wordCount":1180},"headData":{"title":"Anyone Still Listening? Educators Consider Killing the Lecture | KQED","description":"Though some teachers are still adamantly holding onto traditional formal lectures, many others are considering whether this is an ineffective and outdated model that no longer works in the information age.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Anyone Still Listening? Educators Consider Killing the Lecture","datePublished":"2013-07-19T17:06:54.000Z","dateModified":"2013-08-05T16:24:19.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"29955 http://blogs.kqed.org/mindshift/?p=29955","disqusUrl":"https://ww2.kqed.org/mindshift/2013/07/19/anyone-still-listening-educators-consider-killing-the-lecture/","disqusTitle":"Anyone Still Listening? Educators Consider Killing the Lecture","path":"/mindshift/29955/anyone-still-listening-educators-consider-killing-the-lecture","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_30065\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/sidewalk_flying/5375603380/sizes/z/in/photolist-9c2nAU-apqAtM-aptj6m-apqABH-9U5nn3-7z66hp-ALusX-d2CGb-8BzHSr-8BzGJg-8BCQdU-5cikrR-daRLo5-daRLX2-ALusQ-azJQZq-5MdhL6-4NJuCo-drUV2p-drUSJB-drV2rE-drUUPa-drV2Jw-drV5oA-drV3LQ-drV383-drV1U1-drV4WL-drV69w-drUVk6-drV3pQ-drUWB2-339ZpM-339Zuk-8nDz3C-33exqA-5Y7iq2-5Y7iwi-33exoj-4mc93i-dkMgsP-9n4GqP-daTVtD-4JUAbh-daRJSG-ej9k3d-ej9eHf-ej9cLw-ej3tJD-ej9jr7-ej9cMG/\">\u003cimg class=\"size-full wp-image-30065\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/5375603380_2f3c0b6aa0_z.jpg\" alt=\"5375603380_2f3c0b6aa0_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/07/5375603380_2f3c0b6aa0_z.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/5375603380_2f3c0b6aa0_z-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/5375603380_2f3c0b6aa0_z-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Scott Aikin admits that he’s “a very conservative pedagogue.” That’s why the author and Associate Professor of Philosophy at Vanderbilt University says that, this fall, he’s asking his students to keep their laptops at home. Instead, he wants their full attention for his main method of teaching: lecturing.\u003c/p>\n\u003cp>“I call it ‘the chalk and talk.’ I have a piece of chalk and I talk. I fill the board with notes and sometimes diagram things or map out an argument. Students are allowed to stop and ask questions or challenge at any time, and I'll make good on answers. That's it. Students only need pens and paper for the class (if not their books, too),” he said.\u003c/p>\n\u003cp>Aikin’s method appears beyond retro -- some would even call it obsolete -- but Aikin says that’s fine with him. He finds being the “sage on the stage” to be most effective. “The most content-full and involved classes from my college (and even graduate) days were primarily lecture courses,” he said. “Everything I do as a lecturer now I've cribbed from those I thought effective in front of a class.”\u003c/p>\n\u003cp>Studies show lecturing to be an effective tool for transferring information: for example, a 2011 study of classroom teaching methods performed by Guido Schwerdt of Harvard’s Program on Education Policy and Governance and Amelie C. Wuppermann at the University of Mainz, Germany, found that larger amounts of class time lecturing increased \u003ca href=\"http://educationnext.org/sage-on-the-stage/\">junior high math and science students’ test scores\u003c/a> over time spent on problem-solving activities. But the majority of higher education seems to be moving in the opposite direction, toward project-based and student-led work, especially for time spent in class.\u003c/p>\n\u003cp>A large reason for the shift is much of the information conveyed in a typical lecture is already available for free, at any time online, freeing up class time for more in-depth, hands-on work. Dr. Tim Lahey, infectious diseases specialist and Associate Professor of Medicine at Dartmouth’s Geisel School of Medicine, says the dilemma whether to kill the lecture is “the million dollar question in education, medical and otherwise.” One of Lahey’s main goals as head of Dartmouth medical school’s curriculum redesign is to incorporate more interactive work, what he calls the “evidence-based (and fun) teaching tools,” that he believes will revitalize medical school learning.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>This is “the million dollar question in education.”\u003c/strong> \u003c/aside>\n\u003cp>Teachers are wrong to assume that their role is to only convey information, and that merely saying the magic words will translate into learning for students, Lahey said. “Our students can access lots of information really efficiently now online, probably more efficiently than we could ever relay it,” he said. “So the added value of interactions with faculty should be talking through difficult concepts, refining difficult decision-making, and otherwise doing the challenging stuff that can’t be done with a laptop or phone. I try to structure lectures with that in mind.”\u003c/p>\n\u003cp>Lahey is eager to introduce more peer instruction in the revamped medical curriculum, because, he says, it’s clear that students working together in small groups \u003ca href=\"http://web.mit.edu/jbelcher/www/TEALref/Crouch_Mazur.pdf\">produce superior outcomes\u003c/a> to lecturing.\u003c/p>\n\u003cp>\u003cstrong>TRUSTING PEERS\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://mazur.harvard.edu/education/pi_manual.php\">Peer instruction\u003c/a> was first introduced by Eric Mazur, the Balkanski Professor of Physics and Applied Physics at Harvard University and Area Dean of Applied Physics, to his classes in 1991. Mazur, who found that this method helped students understand better, said lectures are much like musical concerts -- they can still be appreciated, especially as a motivational tool. But what’s changed is that the lecture is no longer the only way to transfer important information. “Ever since the Middle Ages, the primary vehicle for conveying information was the lecture,” he said. “But this is the 21st century, and there are so many ways to convey information, it’s not the necessity it once was.” Students don’t learn by listening, they learn by doing, and Mazur points out that the brain’s “hard work” of learning has to be performed by the learner, not the lecture.\u003c/p>\n\u003cp style=\"text-align: left\">Mazur’s method of peer instruction for physics classes involves two steps: first, he “primes the pump” by assigning reading or watching an online video of a lecture outside of class, and has students annotate the parts they had trouble understanding. Part two happens at the next class, when Mazur revisits concepts students stumbled over. “I say, here’s a question, think about it individually,” he said. “Then, commit to an answer, write it down on a piece of paper, or sometimes we use clickers, or handheld devices, or whatever. But here’s the crucial step: After you have committed to an answer, turn to the people around you, find a person with a different answer, and try to come to some agreement.”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/dont-lecture-me-rethinking-how-college-students-learn-2/\">Don't Lecture Me: Rethinking How Students Learn]\u003c/a>\u003c/p>\n\u003cp>When students show each other how they came to a certain answer, they get a chance to refine their thinking, showing the other student why they did what they did. “When I say it, it may sound very clear and convincing, but to the students you are not really helpful,” said Mazur, explaining professors’ sometime \u003ca href=\"http://www.aps.org/publications/apsnews/200711/backpage.cfm\">curse of knowledge\u003c/a>, and that new learners are sometimes able to explain a new concept to confused students better than a professor.\u003c/p>\n\u003cp>And while even “conservative” professors like Aikin still actively seek student involvement through discussions and allowing students to “share the expertise” in class, some students think it’s not nearly enough. Somewhere between standards and what professors deem best for students lies what students want out of the learning experience, a concern that professors rarely consider, says Zak Malamed, \u003ca href=\"http://www.stuvoice.org/\">Student Voice\u003c/a> founder and University of Maryland College Park sophomore. Malamed said that personalized learning is very important to 21st century students. “Professors do not engage students enough, if at all, when trying to innovate the classroom,” he said. “It's shocking how out of touch they can be, just because they didn't take the time to hear their students' perspectives.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In Malamed’s favorite class on social media, the professor asked how students wanted to learn what was on the syllabus, and made the class a conversation in a way that felt relevant to modern society. And the most memorable lecture Malamed has experienced at the university level was with Harvard’s Michael Sandel: “He interacts with his audience - it's terrible that I see it as an audience, by the way - and engages the audience with each other. It makes the classroom seem much smaller than it is, and saves me from my short attention span.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/29955/anyone-still-listening-educators-consider-killing-the-lecture","authors":["4445"],"categories":["mindshift_193"],"tags":["mindshift_1040","mindshift_68","mindshift_818"],"label":"mindshift"},"mindshift_19140":{"type":"posts","id":"mindshift_19140","meta":{"index":"posts_1591205157","site":"mindshift","id":"19140","score":null,"sort":[1329761732000]},"guestAuthors":[],"slug":"dont-lecture-me-rethinking-how-college-students-learn-2","title":"Don't Lecture Me: Rethinking How College Students Learn","publishDate":1329761732,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv>\n\u003cdiv>\n\u003cfigure id=\"attachment_19145\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/dont-lecture-me-rethinking-how-college-students-learn-2/2850787562_02a94666fe_z-2/\" rel=\"attachment wp-att-19145\">\u003cimg class=\"size-large wp-image-19145\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/2850787562_02a94666fe_z-2-620x402.jpg\" alt=\"\" width=\"620\" height=\"402\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003c/div>\n\u003cdiv>\u003cem>At the star-studded \u003ca href=\"http://harvardmagazine.com/2011/10/harvard-initiative-learning-teaching-gustave-rita-hauser-gift\">Harvard Initiative on Learning and Teaching (HILT)\u003c/a> event earlier this month, where professors gathered to discuss innovative strategies for learning and teaching, Harvard's professor Eric Mazur \u003ca href=\"http://harvardmagazine.com/2012/02/learning-to-the-hilt\">gave a talk \u003c/a>on the benefits of practicing peer instruction in class, rather than the traditional lecture. The idea is getting traction. Here's more about the practice.\u003c/em>\u003c/div>\n\u003ch5>\u003c/h5>\n\u003ch5>By \u003ca href=\"http://americanradioworks.publicradio.org/team2.html\">Emily Hanford\u003c/a>, \u003ca href=\"http://americanradioworks.publicradio.org/\">American RadioWorks\u003c/a>\u003c/h5>\n\u003cp>It's a typical scene: a few minutes before 11:00 on a Tuesday morning and about 200 sleepy-looking college students are taking their seats in a large lecture hall - chatting, laughing, calling out to each other across the aisles. Class begins with a big \"shhhh\" from the instructor.\u003c/p>\n\u003cp>This is an introductory chemistry class at a state university. For the next hour and 15 minutes, the instructor will lecture and the students will take notes. By the end of class, the three large blackboards at the front of the room will be covered with equations and formulas.\u003c/p>\n\u003cp>Students in this class say the instructor is one of the best lecturers in the department. Still, it's not easy to sit through a long lecture, says student Jimmy \u003c!--more-->Orr. \"When it's for an hour you kind of zone out for a little bit,\" he says.\u003c/p>\n\u003cp>Student Marly Dainton says she doesn't think she'll remember much from this class.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Most of the students in his lecture classes were not motivated to learn physics, and they didn't seem to be learning much.\u003c/aside>\n\u003cp>\"I'm going to put it to short-term memory,\" she says. Once she takes the exam, Dainton expectsshe'll forget a lot of what she learned.\u003c/p>\n\u003ch4>One of the Oldest Teaching Methods\u003c/h4>\n\u003cp>\u003ca href=\"http://americanradioworks.publicradio.org/features/tomorrows-college/lectures/resources.html\">Research\u003c/a> conducted over the past few decades shows it's impossible for students to take in and process all the information presented during a typical lecture, and yet this is one of the primary ways college students are taught, particularly in introductory courses.\u003c/p>\n\u003cp>It's a tradition going back thousands of years.\u003c/p>\n\u003cfigure id=\"attachment_15225\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-15225\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/joe-redish-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003cfigcaption class=\"wp-caption-text\">Physics professor Joe Redish at the University of Maryland.\u003c/figcaption>\u003c/figure>\n\u003cp>\"Before printing, it was very difficult to create books, and so someone would read the books to everybody who would copy them down,\" says Joe Redish, a professor of physics at the University of Maryland. He points out that the word \"lecture\" comes from the Latin word meaning \"to read.\"\u003c/p>\n\u003cp>Redish is trying to change the way college students are taught. He says lecturing has never been an effective teaching method, and now that information is so easily accessible, lecturing is a waste of time.\u003c/p>\n\u003cp>\"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.\"\u003c/p>\n\u003cp>Redish has been teaching at the University of Maryland since 1970. When he started, he lectured because that's the way he had been taught. But after a few years in the classroom, Redish was meeting with one of his mentors, a famous physicist named Lewis Elton who had begun doing research on education.\u003c/p>\n\u003cp>\"He asked me, 'How's your teaching?'\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"We need a much larger swath of [the] population to be able to think critically and problem-solve.\"\u003c/aside>\n\u003cp>Redish told him it was going well, but that he seemed to be most effective with the students \"who do really well and are motivated\" about physics.\u003c/p>\n\u003cp>Elton looked at Redish, smiled, and said, \"They're the ones who don't really need you.\"\u003c/p>\n\u003cp>\"That was like an arrow to the breast!\" says Redish.\u003c/p>\n\u003cp>He knew that Elton was right. Most of the students in his lecture classes were not motivated to learn physics, and they didn't seem to be learning much. Redish thought back on his own experience as a college student and realized that he didn't learn much in lecture classes either.\u003c/p>\n\u003cp>\"When I had a question, I would find the TA,\" he says. \"He would explain stuff to me. I would find other students. I learned how to learn physics on my own.\"\u003c/p>\n\u003ch4>How People Learn\u003c/h4>\n\u003cp>Redish wanted to reach the students who weren't teaching themselves. So he began trying to better understand how people learn.\u003c/p>\n\u003cp>This was the 1970s and 80s, a time when cognitive scientists were making big breakthroughs in their understanding of how the human brain processes and retains information. At the same time, a small and growing group of physicists was becoming interested in the questions that kept Redish up at night: What do students learn in a traditional lecture-based physics class, and are there ways to teach them better?\u003c/p>\n\u003cp>Cognitive scientists determined that people's short-term memory is very limited – it can only process so much at once. A lot of the information presented in a typical lecture comes at students too fast and is quickly forgotten.\u003c/p>\n\u003cp>Physics education researchers, among whom Redish is now a leader, determined that the traditional lecture-based physics course where students sit and passively absorb information is not an effective way for students to learn. A lot of students can repeat the laws of physics and even solve complex problems, but many are doing it through rote memorization. Most students who complete a standard physics class never understand what the laws of physics mean, or how to apply them to real-world situations. (Read more about \u003ca href=\"http://americanradioworks.publicradio.org/features/tomorrows-college/lectures/problem-with-lecturing.html\">what physicists learned\u003c/a>.)\u003c/p>\n\u003ch4>Educating Everyone\u003c/h4>\n\u003cp>It may seem obvious that lecturing isn't the best method to get students thinking and learning. Project-based learning and other interactive approaches have been popular in elementary and secondary schools for a long time, and of course the discussion-based seminar is an age-old approach. But lecturing is still the dominant teaching method in large classes at the college level, and also at many high schools - especially in the sciences. Experts say different approaches to teaching large classes can help more students learn, and help them learn better.\u003c/p>\n\u003cp>\"We want to have a class where everyone can be successful because we need everyone to be successful,\" says Brian Lukoff, an education researcher at Harvard who is studying ways to more effectively teach large classes.\u003c/p>\n\u003cp>\"We need to educate a population to compete in this global marketplace,\" says Lukoff. We can't do that by relying on a few motivated people to teach themselves. \"We need a much larger swath of [the] population to be able to think critically and problem-solve.\"\u003c/p>\n\u003cp>Lukoff works with Harvard physicist Eric Mazur, one of the pioneers in developing a new way to teach large classes. Mazur calls his approach \"peer instruction.\"\u003c/p>\n\u003ch4>Discovering a New Way to Teach\u003c/h4>\n\u003cp>Like Redish at the University of Maryland, Mazur began his teaching career by giving lectures. But in the early 1990s Mazur read about the research being done by Redish and other physicists interested in education. Mazur realized that even many of his Harvard students were getting through class by memorizing information but not really understanding the fundamental concepts of physics.\u003c/p>\n\u003cfigure id=\"attachment_15226\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/dont-lecture-me-rethinking-how-college-students-learn/eric-mazur-seats/\" rel=\"attachment wp-att-15226\">\u003cimg class=\"size-full wp-image-15226\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/eric-mazur-seats.jpg\" alt=\"\" width=\"200\" height=\"266\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Harvard physics professor Eric Mazur preparing to teach class.\u003c/figcaption>\u003c/figure>\n\u003cp>One day, after he discovered this, Mazur decided to spend a big chunk of class time reviewing a fundamental concept. Half his students had gotten a question about this concept wrong on a recent test. So Mazur gave what he thought was a thorough and thoughtful explanation of the concept. He went slowly, putting all kinds of helpful diagrams up on the board.\u003c/p>\n\u003cp>\"I thought I'd nailed it,\" he says. \"I thought it was the best explanation one could possibly give of this question.\"\u003c/p>\n\u003cp>Mazur triumphantly turned around. \"Any questions?\" he asked. The students just stared at him.\u003c/p>\n\u003cp>\"Nobody raised their hand and said, well but what if this and what if that, simply because they were so confused they couldn't,\" he says. \"I didn't know what to do. But I knew one thing. I knew that 50 percent of the students had given the right answer.\"\u003c/p>\n\u003cp>So for reasons he can't remember, Mazur told the students to discuss the question with each other.\u003c/p>\n\u003cdiv>\"And something happened in my classroom which I had never seen before,\" he says. \"The entire classroom erupted in chaos. They were dying to explain it to one another and to talk about it.\"\u003c/div>\n\u003cp>Mazur says after just a few minutes of talking to each other, most of the students seemed to have a much better understanding of the concept he'd been trying to teach.\u003c/p>\n\u003cp>\"The 50 percent who had the right answer effectively convinced the other 50 percent,\" he says.\u003c/p>\n\u003cp>Here's what Mazur has figured out about what goes on when the students talk with each other during peer instruction:\u003c/p>\n\u003cp>\"Imagine two students sitting next to one another, Mary and John. Mary has the right answer because she understands it. John does not. Mary's more likely, on average, to convince John than the other way around because she has the right reasoning.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">After just a few minutes of talking to each other, most of the students seemed to have a much better understanding of the concept he'd been trying to teach.\u003c/aside>\n\u003cp>But here's the irony. \"Mary is more likely to convince John than professor Mazur in front of the class,\" Mazur says.\u003c/p>\n\u003cp>\"She's only recently learned it and still has some feeling for the conceptual difficulties that she has whereas professor Mazur learned [the idea] such a long time ago that he can no longer understand why somebody has difficulty grasping it.\"\u003c/p>\n\u003cp>That's the irony of becoming an expert in your field, Mazur says. \"It becomes not easier to teach, it becomes harder to teach because you're unaware of the conceptual difficulties of a beginning learner.\"\u003c/p>\n\u003ch4>Peer Instruction\u003c/h4>\n\u003cp>Mazur now teaches all of his classes using a \"peer-instruction\" approach. Rather than teaching by telling, he teaches by questioning. Mazur says it's a particularly effective way to teach large classes.\u003c/p>\n\u003cp>Here's how he does it: Before each class, students are assigned reading in the textbook. Pretty standard for a lecture class, but if you talk to college students you'll find that many of them don't bother with the reading ahead of time. They come to class to figure out what information the professor thinks is important, then they go to the textbook to read up on what they didn't understand.\u003c/p>\n\u003cp>\"In my approach I've inverted that,\" says Mazur.\u003c/p>\n\u003cp>He expects students to familiarize themselves with the information beforehand so that class time can be spent helping them understand what the information means.\u003c/p>\n\u003cfigure id=\"attachment_15229\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/dont-lecture-me-rethinking-how-college-students-learn/mazur-class/\" rel=\"attachment wp-att-15229\">\u003cimg class=\"size-medium wp-image-15229\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/mazur-class-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Eric Mazur teaching his class at Harvard.\u003c/figcaption>\u003c/figure>\n\u003cp>To make sure his students are prepared, Mazur has set up a web-based monitoring system where everyone has to submit answers to questions about the reading prior to coming to class. The last question asks students to tell Mazur what confused them. He uses their answers to prepare a set of multiple-choice questions he uses during class.\u003c/p>\n\u003cp>Mazur begins class by giving a brief explanation of a concept he wants students to understand. Then he asks one of the multiple-choice questions. Students get a minute to think about the question on their own and then answer it using a mobile device that sends their answers to Mazur's laptop.\u003c/p>\n\u003cp>Next, he asks the students to turn to the person sitting next to them and talk about the question. The class typically erupts in a cacophony of voices, as it did that first time he told students to talk to each other because he couldn't figure out what else to do.\u003c/p>\n\u003cp>Once the students have discussed the question for a few minutes, Mazur instructs them to answer the question again.\u003c/p>\n\u003cp>You can see a video of Mazur's peer instruction approach in action here:\u003cbr>\nhttp://youtu.be/lBYrKPoVFwg\u003c/p>\n\u003cp>Then the process repeats with a new question.\u003c/p>\n\u003cp>What Mazur has found over nearly 20 years of using peer instruction is that many more students choose the right answer after they have talked with their peers. And it's not because they're blindly following their neighbor's lead. By the end of the semester, students have a deeper understanding of the fundamental concepts of physics than they did when Mazur was just lecturing. Students end up understanding nearly three times as much now, measured by a widely-used \u003ca href=\"http://modeling.asu.edu/r%26e/fci.pdf\">conceptual test\u003c/a>.\u003c/p>\n\u003cp>In addition to having a deeper grasp of concepts, students in Mazur's classes are better at solving conventional physics problems, despite the fact that Mazur no longer spends class time at the board doing problems. He says this shows something that may seem obvious.\u003c/p>\n\u003cp>\"If you understand the material better, you do better on problem-solving,\" Mazur says. \"Even if there's less of it done in class.\"\u003c/p>\n\u003cp>\u003ca href=\"http://arts.monash.edu.au/philosophy/peer-instruction/\">Peer instruction\u003c/a> has proven effective in a range of subjects from psychology to philosophy.\u003c/p>\n\u003ch4>A Skeptical Audience\u003c/h4>\n\u003cp>College students typically come into peer instruction courses skeptical.\u003c/p>\n\u003cp>\"Basically my entire life I have been in a situation where a teacher stands up and talks and then you take notes and try to absorb the information as well as you can,\" says Ryan Duncan, a sophomore in Eric Mazur's physics class at Harvard.\u003c/p>\n\u003cp>\"I've developed a pretty good system to deal with that and revamping my entire education 'philosophy' for this one class was a bit daunting.\"\u003c/p>\n\u003cp>But Duncan says he has come to appreciate Mazur's approach.\u003c/p>\n\u003caside class=\"pullquote alignleft\">In addition to having a deeper grasp of concepts, students in Mazur's classes are better at solving conventional physics problems, despite the fact that Mazur no longer spends class time at the board doing problems. \u003c/aside>\n\u003cp>His classmate Stacey Lyne says she has too. She says it will be frustrating to go back to the traditional approach when she takes classes from other teachers.\u003c/p>\n\u003cp>\"I know I'm frustrated now with some of my other classes when I go to lecture and I have to just sit there and take in information and I don't really get the opportunity to think about what I have just learned,\" she says. Lyne says she's learning more in this new way.\u003c/p>\n\u003cp>But getting Lyne's other professors to stop lecturing will be a hard sell. Change is slow in the academy, and professors tend to be rewarded for focusing on their research, \u003ca href=\"http://americanradioworks.publicradio.org/features/tomorrows-college/lectures/inventing-new-college.html\">often at the expense of their teaching\u003c/a>.\u003c/p>\n\u003cp>\u003cem>By Emily Hanford from American Public Media's \"\u003cem>\u003ca href=\"http://americanradioworks.publicradio.org/features/tomorrows-college/\">American RadioWorks\u003c/a>\u003c/em>®\", © 2011 American Public Media. Used with permission. All rights reserved.\u003cbr>\n\u003c/em>\u003c/p>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>[ad floatright]\u003c/p>\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1329761767,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":62,"wordCount":2423},"headData":{"title":"Don't Lecture Me: Rethinking How College Students Learn | KQED","description":"At the star-studded Harvard Initiative on Learning and Teaching (HILT) event earlier this month, where professors gathered to discuss innovative strategies for learning and teaching, Harvard's professor Eric Mazur gave a talk on the benefits of practicing peer instruction in class, rather than the traditional lecture. The idea is getting traction. Here's more about the","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Don't Lecture Me: Rethinking How College Students Learn","datePublished":"2012-02-20T18:15:32.000Z","dateModified":"2012-02-20T18:16:07.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"19140 http://blogs.kqed.org/mindshift/?p=19140","disqusUrl":"https://ww2.kqed.org/mindshift/2012/02/20/dont-lecture-me-rethinking-how-college-students-learn-2/","disqusTitle":"Don't Lecture Me: Rethinking How College Students Learn","path":"/mindshift/19140/dont-lecture-me-rethinking-how-college-students-learn-2","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv>\n\u003cdiv>\n\u003cfigure id=\"attachment_19145\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/dont-lecture-me-rethinking-how-college-students-learn-2/2850787562_02a94666fe_z-2/\" rel=\"attachment wp-att-19145\">\u003cimg class=\"size-large wp-image-19145\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/2850787562_02a94666fe_z-2-620x402.jpg\" alt=\"\" width=\"620\" height=\"402\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003c/div>\n\u003cdiv>\u003cem>At the star-studded \u003ca href=\"http://harvardmagazine.com/2011/10/harvard-initiative-learning-teaching-gustave-rita-hauser-gift\">Harvard Initiative on Learning and Teaching (HILT)\u003c/a> event earlier this month, where professors gathered to discuss innovative strategies for learning and teaching, Harvard's professor Eric Mazur \u003ca href=\"http://harvardmagazine.com/2012/02/learning-to-the-hilt\">gave a talk \u003c/a>on the benefits of practicing peer instruction in class, rather than the traditional lecture. The idea is getting traction. Here's more about the practice.\u003c/em>\u003c/div>\n\u003ch5>\u003c/h5>\n\u003ch5>By \u003ca href=\"http://americanradioworks.publicradio.org/team2.html\">Emily Hanford\u003c/a>, \u003ca href=\"http://americanradioworks.publicradio.org/\">American RadioWorks\u003c/a>\u003c/h5>\n\u003cp>It's a typical scene: a few minutes before 11:00 on a Tuesday morning and about 200 sleepy-looking college students are taking their seats in a large lecture hall - chatting, laughing, calling out to each other across the aisles. Class begins with a big \"shhhh\" from the instructor.\u003c/p>\n\u003cp>This is an introductory chemistry class at a state university. For the next hour and 15 minutes, the instructor will lecture and the students will take notes. By the end of class, the three large blackboards at the front of the room will be covered with equations and formulas.\u003c/p>\n\u003cp>Students in this class say the instructor is one of the best lecturers in the department. Still, it's not easy to sit through a long lecture, says student Jimmy \u003c!--more-->Orr. \"When it's for an hour you kind of zone out for a little bit,\" he says.\u003c/p>\n\u003cp>Student Marly Dainton says she doesn't think she'll remember much from this class.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Most of the students in his lecture classes were not motivated to learn physics, and they didn't seem to be learning much.\u003c/aside>\n\u003cp>\"I'm going to put it to short-term memory,\" she says. Once she takes the exam, Dainton expectsshe'll forget a lot of what she learned.\u003c/p>\n\u003ch4>One of the Oldest Teaching Methods\u003c/h4>\n\u003cp>\u003ca href=\"http://americanradioworks.publicradio.org/features/tomorrows-college/lectures/resources.html\">Research\u003c/a> conducted over the past few decades shows it's impossible for students to take in and process all the information presented during a typical lecture, and yet this is one of the primary ways college students are taught, particularly in introductory courses.\u003c/p>\n\u003cp>It's a tradition going back thousands of years.\u003c/p>\n\u003cfigure id=\"attachment_15225\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-15225\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/joe-redish-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003cfigcaption class=\"wp-caption-text\">Physics professor Joe Redish at the University of Maryland.\u003c/figcaption>\u003c/figure>\n\u003cp>\"Before printing, it was very difficult to create books, and so someone would read the books to everybody who would copy them down,\" says Joe Redish, a professor of physics at the University of Maryland. He points out that the word \"lecture\" comes from the Latin word meaning \"to read.\"\u003c/p>\n\u003cp>Redish is trying to change the way college students are taught. He says lecturing has never been an effective teaching method, and now that information is so easily accessible, lecturing is a waste of time.\u003c/p>\n\u003cp>\"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.\"\u003c/p>\n\u003cp>Redish has been teaching at the University of Maryland since 1970. When he started, he lectured because that's the way he had been taught. But after a few years in the classroom, Redish was meeting with one of his mentors, a famous physicist named Lewis Elton who had begun doing research on education.\u003c/p>\n\u003cp>\"He asked me, 'How's your teaching?'\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"We need a much larger swath of [the] population to be able to think critically and problem-solve.\"\u003c/aside>\n\u003cp>Redish told him it was going well, but that he seemed to be most effective with the students \"who do really well and are motivated\" about physics.\u003c/p>\n\u003cp>Elton looked at Redish, smiled, and said, \"They're the ones who don't really need you.\"\u003c/p>\n\u003cp>\"That was like an arrow to the breast!\" says Redish.\u003c/p>\n\u003cp>He knew that Elton was right. Most of the students in his lecture classes were not motivated to learn physics, and they didn't seem to be learning much. Redish thought back on his own experience as a college student and realized that he didn't learn much in lecture classes either.\u003c/p>\n\u003cp>\"When I had a question, I would find the TA,\" he says. \"He would explain stuff to me. I would find other students. I learned how to learn physics on my own.\"\u003c/p>\n\u003ch4>How People Learn\u003c/h4>\n\u003cp>Redish wanted to reach the students who weren't teaching themselves. So he began trying to better understand how people learn.\u003c/p>\n\u003cp>This was the 1970s and 80s, a time when cognitive scientists were making big breakthroughs in their understanding of how the human brain processes and retains information. At the same time, a small and growing group of physicists was becoming interested in the questions that kept Redish up at night: What do students learn in a traditional lecture-based physics class, and are there ways to teach them better?\u003c/p>\n\u003cp>Cognitive scientists determined that people's short-term memory is very limited – it can only process so much at once. A lot of the information presented in a typical lecture comes at students too fast and is quickly forgotten.\u003c/p>\n\u003cp>Physics education researchers, among whom Redish is now a leader, determined that the traditional lecture-based physics course where students sit and passively absorb information is not an effective way for students to learn. A lot of students can repeat the laws of physics and even solve complex problems, but many are doing it through rote memorization. Most students who complete a standard physics class never understand what the laws of physics mean, or how to apply them to real-world situations. (Read more about \u003ca href=\"http://americanradioworks.publicradio.org/features/tomorrows-college/lectures/problem-with-lecturing.html\">what physicists learned\u003c/a>.)\u003c/p>\n\u003ch4>Educating Everyone\u003c/h4>\n\u003cp>It may seem obvious that lecturing isn't the best method to get students thinking and learning. Project-based learning and other interactive approaches have been popular in elementary and secondary schools for a long time, and of course the discussion-based seminar is an age-old approach. But lecturing is still the dominant teaching method in large classes at the college level, and also at many high schools - especially in the sciences. Experts say different approaches to teaching large classes can help more students learn, and help them learn better.\u003c/p>\n\u003cp>\"We want to have a class where everyone can be successful because we need everyone to be successful,\" says Brian Lukoff, an education researcher at Harvard who is studying ways to more effectively teach large classes.\u003c/p>\n\u003cp>\"We need to educate a population to compete in this global marketplace,\" says Lukoff. We can't do that by relying on a few motivated people to teach themselves. \"We need a much larger swath of [the] population to be able to think critically and problem-solve.\"\u003c/p>\n\u003cp>Lukoff works with Harvard physicist Eric Mazur, one of the pioneers in developing a new way to teach large classes. Mazur calls his approach \"peer instruction.\"\u003c/p>\n\u003ch4>Discovering a New Way to Teach\u003c/h4>\n\u003cp>Like Redish at the University of Maryland, Mazur began his teaching career by giving lectures. But in the early 1990s Mazur read about the research being done by Redish and other physicists interested in education. Mazur realized that even many of his Harvard students were getting through class by memorizing information but not really understanding the fundamental concepts of physics.\u003c/p>\n\u003cfigure id=\"attachment_15226\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/dont-lecture-me-rethinking-how-college-students-learn/eric-mazur-seats/\" rel=\"attachment wp-att-15226\">\u003cimg class=\"size-full wp-image-15226\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/eric-mazur-seats.jpg\" alt=\"\" width=\"200\" height=\"266\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Harvard physics professor Eric Mazur preparing to teach class.\u003c/figcaption>\u003c/figure>\n\u003cp>One day, after he discovered this, Mazur decided to spend a big chunk of class time reviewing a fundamental concept. Half his students had gotten a question about this concept wrong on a recent test. So Mazur gave what he thought was a thorough and thoughtful explanation of the concept. He went slowly, putting all kinds of helpful diagrams up on the board.\u003c/p>\n\u003cp>\"I thought I'd nailed it,\" he says. \"I thought it was the best explanation one could possibly give of this question.\"\u003c/p>\n\u003cp>Mazur triumphantly turned around. \"Any questions?\" he asked. The students just stared at him.\u003c/p>\n\u003cp>\"Nobody raised their hand and said, well but what if this and what if that, simply because they were so confused they couldn't,\" he says. \"I didn't know what to do. But I knew one thing. I knew that 50 percent of the students had given the right answer.\"\u003c/p>\n\u003cp>So for reasons he can't remember, Mazur told the students to discuss the question with each other.\u003c/p>\n\u003cdiv>\"And something happened in my classroom which I had never seen before,\" he says. \"The entire classroom erupted in chaos. They were dying to explain it to one another and to talk about it.\"\u003c/div>\n\u003cp>Mazur says after just a few minutes of talking to each other, most of the students seemed to have a much better understanding of the concept he'd been trying to teach.\u003c/p>\n\u003cp>\"The 50 percent who had the right answer effectively convinced the other 50 percent,\" he says.\u003c/p>\n\u003cp>Here's what Mazur has figured out about what goes on when the students talk with each other during peer instruction:\u003c/p>\n\u003cp>\"Imagine two students sitting next to one another, Mary and John. Mary has the right answer because she understands it. John does not. Mary's more likely, on average, to convince John than the other way around because she has the right reasoning.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">After just a few minutes of talking to each other, most of the students seemed to have a much better understanding of the concept he'd been trying to teach.\u003c/aside>\n\u003cp>But here's the irony. \"Mary is more likely to convince John than professor Mazur in front of the class,\" Mazur says.\u003c/p>\n\u003cp>\"She's only recently learned it and still has some feeling for the conceptual difficulties that she has whereas professor Mazur learned [the idea] such a long time ago that he can no longer understand why somebody has difficulty grasping it.\"\u003c/p>\n\u003cp>That's the irony of becoming an expert in your field, Mazur says. \"It becomes not easier to teach, it becomes harder to teach because you're unaware of the conceptual difficulties of a beginning learner.\"\u003c/p>\n\u003ch4>Peer Instruction\u003c/h4>\n\u003cp>Mazur now teaches all of his classes using a \"peer-instruction\" approach. Rather than teaching by telling, he teaches by questioning. Mazur says it's a particularly effective way to teach large classes.\u003c/p>\n\u003cp>Here's how he does it: Before each class, students are assigned reading in the textbook. Pretty standard for a lecture class, but if you talk to college students you'll find that many of them don't bother with the reading ahead of time. They come to class to figure out what information the professor thinks is important, then they go to the textbook to read up on what they didn't understand.\u003c/p>\n\u003cp>\"In my approach I've inverted that,\" says Mazur.\u003c/p>\n\u003cp>He expects students to familiarize themselves with the information beforehand so that class time can be spent helping them understand what the information means.\u003c/p>\n\u003cfigure id=\"attachment_15229\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/dont-lecture-me-rethinking-how-college-students-learn/mazur-class/\" rel=\"attachment wp-att-15229\">\u003cimg class=\"size-medium wp-image-15229\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/mazur-class-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Eric Mazur teaching his class at Harvard.\u003c/figcaption>\u003c/figure>\n\u003cp>To make sure his students are prepared, Mazur has set up a web-based monitoring system where everyone has to submit answers to questions about the reading prior to coming to class. The last question asks students to tell Mazur what confused them. He uses their answers to prepare a set of multiple-choice questions he uses during class.\u003c/p>\n\u003cp>Mazur begins class by giving a brief explanation of a concept he wants students to understand. Then he asks one of the multiple-choice questions. Students get a minute to think about the question on their own and then answer it using a mobile device that sends their answers to Mazur's laptop.\u003c/p>\n\u003cp>Next, he asks the students to turn to the person sitting next to them and talk about the question. The class typically erupts in a cacophony of voices, as it did that first time he told students to talk to each other because he couldn't figure out what else to do.\u003c/p>\n\u003cp>Once the students have discussed the question for a few minutes, Mazur instructs them to answer the question again.\u003c/p>\n\u003cp>You can see a video of Mazur's peer instruction approach in action here:\u003cbr>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/lBYrKPoVFwg'\n title='//www.youtube.com/embed/lBYrKPoVFwg'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Then the process repeats with a new question.\u003c/p>\n\u003cp>What Mazur has found over nearly 20 years of using peer instruction is that many more students choose the right answer after they have talked with their peers. And it's not because they're blindly following their neighbor's lead. By the end of the semester, students have a deeper understanding of the fundamental concepts of physics than they did when Mazur was just lecturing. Students end up understanding nearly three times as much now, measured by a widely-used \u003ca href=\"http://modeling.asu.edu/r%26e/fci.pdf\">conceptual test\u003c/a>.\u003c/p>\n\u003cp>In addition to having a deeper grasp of concepts, students in Mazur's classes are better at solving conventional physics problems, despite the fact that Mazur no longer spends class time at the board doing problems. He says this shows something that may seem obvious.\u003c/p>\n\u003cp>\"If you understand the material better, you do better on problem-solving,\" Mazur says. \"Even if there's less of it done in class.\"\u003c/p>\n\u003cp>\u003ca href=\"http://arts.monash.edu.au/philosophy/peer-instruction/\">Peer instruction\u003c/a> has proven effective in a range of subjects from psychology to philosophy.\u003c/p>\n\u003ch4>A Skeptical Audience\u003c/h4>\n\u003cp>College students typically come into peer instruction courses skeptical.\u003c/p>\n\u003cp>\"Basically my entire life I have been in a situation where a teacher stands up and talks and then you take notes and try to absorb the information as well as you can,\" says Ryan Duncan, a sophomore in Eric Mazur's physics class at Harvard.\u003c/p>\n\u003cp>\"I've developed a pretty good system to deal with that and revamping my entire education 'philosophy' for this one class was a bit daunting.\"\u003c/p>\n\u003cp>But Duncan says he has come to appreciate Mazur's approach.\u003c/p>\n\u003caside class=\"pullquote alignleft\">In addition to having a deeper grasp of concepts, students in Mazur's classes are better at solving conventional physics problems, despite the fact that Mazur no longer spends class time at the board doing problems. \u003c/aside>\n\u003cp>His classmate Stacey Lyne says she has too. She says it will be frustrating to go back to the traditional approach when she takes classes from other teachers.\u003c/p>\n\u003cp>\"I know I'm frustrated now with some of my other classes when I go to lecture and I have to just sit there and take in information and I don't really get the opportunity to think about what I have just learned,\" she says. Lyne says she's learning more in this new way.\u003c/p>\n\u003cp>But getting Lyne's other professors to stop lecturing will be a hard sell. Change is slow in the academy, and professors tend to be rewarded for focusing on their research, \u003ca href=\"http://americanradioworks.publicradio.org/features/tomorrows-college/lectures/inventing-new-college.html\">often at the expense of their teaching\u003c/a>.\u003c/p>\n\u003cp>\u003cem>By Emily Hanford from American Public Media's \"\u003cem>\u003ca href=\"http://americanradioworks.publicradio.org/features/tomorrows-college/\">American RadioWorks\u003c/a>\u003c/em>®\", © 2011 American Public Media. Used with permission. All rights reserved.\u003cbr>\n\u003c/em>\u003c/p>\n\u003c/div>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/19140/dont-lecture-me-rethinking-how-college-students-learn-2","authors":["4354"],"categories":["mindshift_194","mindshift_193"],"tags":["mindshift_819","mindshift_818"],"featImg":"mindshift_19145","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. 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You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. 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On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. 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