Picture a classroom in which class is underway in your mind and you probably imagine a lecture is underway. Students sit quietly, all facing the teacher who stands in the front or center and talks to the students. The central assumption of lecturing is that the teacher has information that must be transmitted to the Read More
Schools are places where actions are taken; individuals speak, and they perform certain tasks. It may seem that what is said and done is a natural phenomenon, but closer reflection shows these are decisions made for a range of largely political, but also professional, reasons. Consider the model of school presented in figure 1. A Read More
When adopting task-centered methods faculty select a task or problem that is derived from the real world and that represents an appropriate challenge for the students. The task as a whole becomes the rationale for the learning. Most tasks will fall outside of the expertise of the learners, so instructors do help identify sub-tasks or Read More
The question, “Why do I need to know this?” By posing this question, students are informing the teacher, “I do not find this valuable or interesting,” thus we would fully expect interest to wane. Informing students “you will need this next year” introduces external motivations that are unlikely to increase interest. Unfamiliar, incongruous, or personally Read More
As I speak with students today, issues of free speech are important. Young people do appear to have a libertarian view, but they are not speaking and listening in a marketplace of ideas. The echo chamber is alive and well and severely limiting access to ideas. Further, young people (and those my age as well) Read More
Four elevator pitches in one post: Behaviorist approaches to teaching is appropriate when an instructor knows with certainty what student must transfer. We help students know what steps to follow through worked examples and other “show-and-tell” methods, give them opportunities for practice, and we can evaluate them against clear criteria. Cognitive approaches to teaching help Read More
Three dimensions appear to be relevant in determining how to organize and deliver professional development. First, the primacy of the technology. If participants in the professional development are expected to (and they themselves expect to) leave with the ability to operate hardware or software, then technology of the prime purpose, and organizers approach the activity Read More
One of the common responses when it is suggested that faculty design their courses for deeper learning is, “I will, but they need the basic information first.” While this may seem to be a reasonable response given the fact that many students arrive with little prior knowledge in the field it is an untenable position. Read More
Schools been political institutions, but recent decades have found them increasingly political. This appears to be grounded in the electoral benefits that can be gained by politicians who promise to “fix education.” Other societal factors including demographic changes, calls for accountability, financial influences of publishers and philanthropists, and rapidly-emerging industries have influenced school leaders’ decisions Read More
Everyone who works in or studies education is familiar with the word pedagogy. It comprises the strategies and methods teachers use to teach. Included in pedagogical practices are a wide range of activities that are grounded in behaviorist, cognitive, and connectionists psychologies. The methods are connected by several assumptions, however. Specifically, pedagogy assumes the teacher Read More