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shared by Judy Brophy on 15 Jun 12 - No Cached

shared by Judy Brophy on 06 Aug 13 - No Cached

shared by Matthew Ragan on 09 Nov 10 - No Cached

There are some college experiences that don't fit this mold. Many seminars and advanced courses are based on hands-on projects and small-scale discussions with professors. Those are undoubtedly valuable. But core classes tend not to be taught that way. The very classes that should establish a student's base understanding of a subject are taught like assembly lines—lecture, problem set, exam—with no quality control. Sure, the product's quality is graded, but nothing is done about defective understanding as the student is pushed down the line.
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Students don't retain anything because they didn't intuitively understand it to begin with.
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Why aren't we using the 300-person gathering at 10 a.m. every Tuesday and Thursday as an opportunity for active peer-to-peer instruction rather than a passive, one-size-fits-all lecture?
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Then the professor is freed to be an active participant in an interactive, peer-to-peer problem-solving powwow in the classroom.
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Ten years from today, students will be learning at their own pace, with all relevant data being collected on how to optimize their learning and the content itself. Grades and transcripts will be replaced with real-time reports and analytics on what a student actually knows and doesn't know.
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shared by Judy Brophy on 05 May 11 - No Cached

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