As an instructor in humanities courses (I teach music history courses), I have struggled with some of the newer, more post-modern methods of incorporating student group work and critical thinking activities in class. Despite clear instructions and rubrics, the number of students who actually complete the required readings or video viewing prior to class in preparation for group discussions is still quite low. I have tried gaming styles of in-class exercises, write-your-own-exam questions activities, and other various flipped course work activities to no avail. Still only approximately one third of the students bother to even access the course materials. I check online.
Another colleague of mine, who teaches history, shared the following New York Times article with me. Quite a bit of it resonates with me. I do believe in the power of strong, informative, and engaging, old-fashioned lectures, especially for humanities courses like mine. I do not simply stand and read from my notes. As with many of my skilled colleagues, I animate my lectures with real-world examples that bring the material to life. As one of the instructors in the article mentioned, by the end of my classes I am a bit sweaty and tired (in a good way).
I would love your thoughts on this article and on the old-fashioned lecture model as well.
Personally, the article was very validating for my style of teaching.
http://nyti.ms/1QEAdWX – NYT Lecture Me. Really.
I find such articles very interesting, as I have also been in the position of defending lecture in the face of other methods. I love that taking notes can be considered “active learning”! Listening doesn’t have to be passive – we all know the students who are with us when we lecture. I think whichever method one chooses should be appropriate to the instructor. I am good at traditional lecture, and at designing small group activities, and at large group discussion. I am good at selecting readings and videos. I am no good at all at game design, or simulations, or making material “fun”.
I do use a short quiz due before class to make sure they have done the reading/viewing. However, when they actually come to class, it all seems quite new to them, so that may not be working. I honestly think that, although our goal is to have them learn outside of class, their outside class time on task is actually much lower than the hour for hour shown in the studies. Out-of-class work with the material seems to work best if something resulting is due, also outside of class, or is brought into class is a forceful way.