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Chris Harrow

The Problem With Lectures : Uncertain Principles - 1 views

scienceblogs.com/...the_problem_with_lectures.php

problem lectures pedagogy

shared by Chris Harrow on 01 Dec 11 - No Cached
  • What's this have to do with lectures and my students' complaints? Well, far too often, lectures and recitation sessions are just like the conversations Steve and I had with Paul. When somebody else is presenting a detailed explanation of how they solve some problem, it's very easy to nod along and say "Yes, yes, of course, that's the thing to do." You leave the room perfectly convinced that you've understood everything, but when you try to apply what you think you know by explaining it to someone else, you find that you didn't really understand a thing.
  • That's the problem with good explanations: they're incredibly seductive, convincing you that you understand things that you don't understand at all.
  • Chris Harrow on 01 Dec 11
     
    Great post I found via John Burk
Robert Ryshke

Eric Mazur on new interactive teaching techniques | Harvard Magazine Mar-Apr 2012 - 1 views

harvardmagazine.com/...twilight-of-the-lecture

education teaching methods

shared by Robert Ryshke on 26 Feb 12 - No Cached
  • Robert Ryshke on 26 Feb 12
     
    In 1990, after seven years of teaching at Harvard, Eric Mazur, now Balkanski professor of physics and applied physics, was delivering clear, polished lectures and demonstrations and getting high student evaluations for his introductory Physics 11 course, populated mainly by premed and engineering students who were successfully solving complicated problems. Then he discovered that his success as a teacher "was a complete illusion, a house of cards." THIS IS A MUST READ ARTICLE!
Chris Harrow

Study smart - 3 views

www.apa.org/...study-smart.aspx

study learning strategies

shared by Chris Harrow on 27 Mar 12 - No Cached
  • it may be that the study habits you've honed for a decade or two aren't serving you as well as you think they are.
  • while last-minute cramming may allow you to pass a test, you won't remember the material for long
  • research shows that mixing tasks and topics is a better bet.
  • ...4 more annotations...
  • Despite strong evidence that interleaving works, it can be tough for teachers to work the mixed-up style of teaching into their lectures,
  • students might not enjoy taking a quiz at the end of every class or testing themselves every time they finish reading a chapter, but doing so would probably help them remember the material on the final exam — and even after the class ended.
  • even though most professors won't use daily quizzes in their courses, students can — and should — test themselves by asking themselves questions during study sessions.
  • "One of the most important transitions you make [at the beginning of graduate school] is realizing that you are really there to learn, not just get good grades,"
Robert Ryshke

Flipping the Classroom - 1 views

www.edutopia.org/...pped-classroom-ramsey-musallam

Flipping classroom

shared by Robert Ryshke on 07 Nov 11 - No Cached
  • Robert Ryshke on 07 Nov 11
     
    See what you think about the idea of moving the lecture to an online platform and using class time for more student-centered work.
Chris Harrow

When to Grade Homework - 4 views

t.co/U6bBGd9a

homework grading

shared by Chris Harrow on 13 Nov 11 - No Cached
Robert Ryshke liked it
  • Chris Harrow on 13 Nov 11
     
    I've honestly never considered this before. Whether you agree with the chart's conclusions is obviously open for discussion, but the chart left me thinking about specifically WHY we assign HW and what we should be doing about it.
  • Beth Holland on 14 Nov 11
     
    Given technology, can homework be used as a means to (a) differentiate assessment, (b) have students demonstrate understanding via a different modality, (c) scaffold learning to further enhance the classroom experience. For a while, Howard Gardner experimented at Harvard with assigning his lectures as homework. Students watched videos and then came to class prepared to engage in discussion. Could a similar approach be taken at the high school level?
  • Robert Ryshke on 16 Nov 11
     
    Chris: I think this flow chart is very interesting and worthy of considerable discussion. I like it. I would tweak it a bit. For example, I think you could (and should) give application homework that is formative as well as summative. I think all types of homework that fit with all six levels of Bloom's taxonomy could be given both formatively and summatively. The only homework that should be "graded" is homework that leads to end-of-learning assessment. If the homework is given in the process of learning, then it should not be graded but should receive feedback, both from the instructor as well as from the student(s).
Chris Harrow

Education Week: Lectures Are Homework in Schools Following Khan Academy Lead - 0 views

www.edweek.org/...05khan_ep.h31.html

khan education flip EducationWeek

shared by Chris Harrow on 12 Oct 11 - No Cached
  • Chris Harrow on 12 Oct 11
     
    OK, a bit of a pain if you aren't paying for Education Week, but this article mirrors some of what I understand some of our math teachers to be doing with "flip" lessons.
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