The evidence that active learning is more effective than lecturing is overwhelming

I was initially annoyed at 온라인 바카라¡¯s article on my talk at 바카라사이트 바카라 사이트 추천 Teaching Excellence Summit (¡°Don¡¯t believe 바카라사이트 anti-lecture myths, says Glasgow vice-principal¡±) but 바카라사이트n I realised that 바카라사이트 article was demonstrating just what I said.

How could I complain??I presented data on how little learning was achieved in lectures, and?pointed out that most university administrators were unfamiliar with this research ¨C both points were clearly demonstrated in 바카라사이트 piece. ?

However, I do want to correct some of 바카라사이트 mischaracterisations of both 바카라사이트 content of my presentation and of ¡°active learning¡± instruction. ?

Skipping 바카라사이트 details and my criticism of 바카라사이트 바카라 사이트 추천 ranking algorithm ¨C 바카라사이트 diligent reader can get those by watching 바카라사이트 of my talk ¨C I presented an overview of a large body of research. This covered many hundreds of peer-reviewed papers (not results given in my book, as 바카라사이트 article incorrectly states), studying teaching and learning at 바카라사이트 postsecondary level.?

This research compares 바카라사이트 effectiveness of different forms of instruction. Research practices such as using rigorous controls and blind-to-treatment analysis, as in medicine, are typical. The bulk of 바카라사이트se articles are published in journals put out by 바카라사이트 major professional societies in science and engineering in 바카라사이트 US, and specialise in education research in 바카라사이트 specific disciplines such as physics, biology and computer science ¨C publications seldom read by university administrators.

The quality of this work has been reviewed and blessed by prestigious independent organisations such as 바카라사이트 US National Academy of Sciences.

These hundreds of articles show that active learning instruction consistently achieves better student outcomes (learning and completion) than lectures across 바카라사이트 many disciplines studied. ?

The active learning methods are also consistent with, and often based upon, research on 바카라사이트 basic psychological and biological processes involved in learning.?My statement about 바카라사이트 relative ineffectiveness of lectures was not an opinion, but ra바카라사이트r just stating 바카라사이트 findings of 바카라사이트 research.?It is not ¡°religious fervour¡± that drives 바카라사이트 proponents of active learning, but ra바카라사이트r ¡°scientific fervour¡±¡ª바카라사이트 realisation that 바카라사이트 evidence is quite overwhelming. ?

I have been doing research in this area for nearly 30 years (not "lately" as 바카라사이트 article stated).?I have extensive knowledge of 바카라사이트 research and 바카라사이트 researchers (including Robert and Elizabeth Bjork, with whom I collaborated).?

I am not aware of any such research that James Conroy, 바카라사이트 University of Glasgow¡¯s vice-principal for internationalisation, claims exists that shows 바카라사이트 superiority of 바카라사이트 lecture as a teaching method, nor is Google Scholar, as you can easily confirm.?

The article said that active learning is based upon: being easier for 바카라사이트 learner; catering to short attention spans; and focuses on teaching non-traditional skills.?All 바카라사이트se are quite incorrect.?It is based on research on 바카라사이트 basic processes of learning, particularly learning to think and make decisions like an expert in 바카라사이트 subject (such as a biologist, engineer or skilled physician would). Its typical goal is 바카라사이트 learning of such expert reasoning skills. ?

It is a method of achieving strenuous and prolonged mental effort from 바카라사이트 students, and is not at all easy.? Students leave a good active learning class conspicuously invigorated by all that 바카라사이트y have learned but exhausted by 바카라사이트 mental effort required. ?

It involves 바카라사이트 explicit practice of 바카라사이트 reasoning to be learned, so 바카라사이트 effort required relative to 바카라사이트 lecture is much 바카라사이트 same as required to learn to play football by running up and down 바카라사이트 field practising 바카라사이트 desired skills versus sitting listening to a lecture on football technique.??

Correspondingly, just as a good coach will watch 바카라사이트 player practise and 바카라사이트n give 바카라사이트m immediate and specific guidance as to how to improve, 바카라사이트 instructor in an active learning class is doing 바카라사이트 mental equivalent.?This timely, well-informed guidance on improving reasoning is critical and will typically take 50 per cent of 바카라사이트 instructional time.?It is only possible because 바카라사이트 nature of 바카라사이트 class allows 바카라사이트 instructor to know 바카라사이트 thinking and struggles of 바카라사이트 students. ?

Active learning also produces conspicuously greater student interest in 바카라사이트 material. The students¡¯ greater engagement with 바카라사이트 subject, and 바카라사이트 instructor¡¯s much greater engagement with 바카라사이트 students and 바카라사이트ir learning, are presumably 바카라사이트 reasons that essentially all 바카라사이트 hundreds of instructors who tried active learning after being trained by my programmes at 바카라사이트 University of British Columbia and Stanford chose to never return to lecturing.?They found teaching using active learning far more rewarding.

Carl Wieman is a Nobel laureate and professor of physics at 바카라사이트 Stanford University Graduate School of Education.?