In Defense of Continuous Exposition by the Teacher: Definitions of “Lecture” and “Active Learning”

October 12, 2015 at 8:00 am 4 comments

One of the pushbacks that I got in response to my proposal to encourage active learning in teaching statements for hiring, promotion, and tenure was the question, “What are you calling lecture?  What is active learning?”  The below-linked blog post does a good job of defining each.

While we’re at it, here’s the consensus definition of active learning that Freeman et al. used:“Active learning engages students in the process of learning through activities and/or discussion in class, as opposed to passively listening to an expert. It emphasizes higher-order thinking and often involves group work.”The research seems pretty clear to me. Lecturing, as defined as “continuous exposition by the teacher,” is, in general, on average, less effective at promoting student learning than active learning instruction.

Source: In Defense of Continuous Exposition by the Teacher

Entry filed under: Uncategorized. Tags: , .

Seeking teacher input on Dashboard for ebooks New OECD Report Slams Computers And Says Why They Can Hurt Learning: It’s all about the pedagogy

4 Comments Add your own

  • 1. zamanskym  |  October 12, 2015 at 9:03 am

    So we weren’t disagreeing in past posts at all – what us high school folk typically describe as good teacher dominant lecture style by this definition active learning and I never disagreed that pure teacher lecturing (or what I’d say is bad teacher dominant) with no interaction/questions/discussion at all wouldn’t be as effective.

    Fun.

    Reply
  • 2. Leonard C. Klein  |  October 13, 2015 at 8:19 am

    I agree with your basic definition of active learning. As a high school teacher who is teaching APCS as a first computer science class I have a hard time getting to the higher order thinking skills. Would you be kind enough to give some examples of what questions that involve higher order thinking skill would look like.
    Thank you
    Len

    Reply
    • 3. Mark Guzdial  |  October 13, 2015 at 9:01 am

      I didn’t write the article referring to higher-order thinking skills, Len, so we’d have to ask Derek what he means.

      Higher-order thinking skills are a broad category of skills related to analysis, creation, planning, and self-regulation. CS related higher-order thinking skills might be:

      – Explaining to yourself WHY you’re making this change to your program while debugging.
      – Making an explicit prediction of what you expect to see before you run your program.
      – Being aware when you’re not making progress on a code writing or debugging task, so you need to take a break or try a different strategy.
      – When you explicitly choose a particular programming language or tool for a particular task because there is a good fit of task characteristics and tool strengths.
      – When you make a choice between data structures.

      Reply
      • 4. Leonard C. Klein  |  October 14, 2015 at 8:03 am

        Thank you, this gives me a better jumping off point for my class questioning.
        Len

        Reply

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out / Change )

Twitter picture

You are commenting using your Twitter account. Log Out / Change )

Facebook photo

You are commenting using your Facebook account. Log Out / Change )

Google+ photo

You are commenting using your Google+ account. Log Out / Change )

Connecting to %s

Trackback this post  |  Subscribe to the comments via RSS Feed


Recent Posts

October 2015
M T W T F S S
« Sep   Nov »
 1234
567891011
12131415161718
19202122232425
262728293031  

Feeds

Blog Stats

  • 1,267,806 hits

Enter your email address to follow this blog and receive notifications of new posts by email.

Join 4,562 other followers

CS Teaching Tips


%d bloggers like this: