6 Matching Annotations
  1. Nov 2017
  2. Oct 2015
    1. I’m hot and sweaty

      The writer suggests that because she “hot and sweaty” after giving a vigorous lecture, she has somehow been an active teacher. We often associate “active learning” with activity on the student’s part, but the important flip side is that the teacher must be an active participant too, evaluating whether in fact students are actually learning what we expect them to be, and changing strategies accordingly. Not only does lecturing promote passive learning on the students’ part; it promotes passive teaching too.

    2. But if we abandon the lecture format because students may find it difficult

      I don't know any professor who's given up on lectures because they're too difficult for students. On the contrary, students love lectures because they're so easy. No prep required, just sit back and let the professor's "argument" wash over you! And if difficulty is what makes a pedagogy sound, why not start lecturing in Latin? (h/t to Ted Underwood for that idea!)

    3. “It is not a recitation of facts, but the building of an argument.”

      There are many ways to build an argument—and even better ways to teach students how to build an argument than a lecture.

    4. It keeps students’ minds in energetic and simultaneous action.

      Let's say this is true? How do you know? One of the problems with lectures is that we don’t know what’s going on in students’ heads during the exposition. So, yes, there’s an opportunity for students to be in an "energetic" state, but we don’t know if that’s what’s going on.

    5. Lectures are essential for teaching the humanities’ most basic skills: comprehension and reasoning

      Logical fallacy here: there are many ways to teach comprehension and reasoning. Lectures are not "essential," they are one approach, and not necessarily the best.