“I wasn’t actually in love,

Jul. 27, 2010 at 4:46pm with 28 notes

Reblogged from elsi

elsi:

teachthinktech:

elime:

infoneer-pulse:

Reaching the Last Technology Holdouts at the Front of the Classroom

Every semester a lot of professors’ lectures are essentially reruns because many instructors are too busy to upgrade their classroom methods.
That frustrates Chris Dede, a professor of learning technologies at Harvard University, who argues that clinging to outdated teaching practices amounts to educational malpractice.
“If you were going to see a doctor and the doctor said, ‘I’ve been really busy since I got out of medical school, and so I’m going to treat you with the techniques I learned back then,’ you’d be rightly incensed,” he told me recently. “Yet there are a lot of faculty who say with a straight face, ‘I don’t need to change my teaching,’ as if nothing has been learned about teaching since they had been prepared to do it—if they’ve ever been prepared to.”
And poor teaching can have serious consequences, he says, when students fall behind or drop out because of sleep-inducing lectures. Colleges have tried several approaches over the years to spur teaching innovation. But among instructors across the nation, holdouts clearly remain.

» via The Chronicle of Higher Education (Subscription may be required for some content)

sifkladajxnmasxka.
A doctor and a teacher’s methods are not comparable. That’s ridiculous. Kids just need to learn how to sit down, listen to a lecture, take notes if they need to and not have to get flashy, fun things in order to pay attention. A student not being mature enough to get sleep or have the respect to not fall asleep in class, is a problem, but it is not the same as a doctor who is still using medical methods from the 1970s.

teachthinktech:

elime:

infoneer-pulse:

Reaching the Last Technology Holdouts at the Front of the Classroom

Every semester a lot of professors’ lectures are essentially reruns because many instructors are too busy to upgrade their classroom methods.

That frustrates Chris Dede, a professor of learning technologies at Harvard University, who argues that clinging to outdated teaching practices amounts to educational malpractice.

“If you were going to see a doctor and the doctor said, ‘I’ve been really busy since I got out of medical school, and so I’m going to treat you with the techniques I learned back then,’ you’d be rightly incensed,” he told me recently. “Yet there are a lot of faculty who say with a straight face, ‘I don’t need to change my teaching,’ as if nothing has been learned about teaching since they had been prepared to do it—if they’ve ever been prepared to.”

And poor teaching can have serious consequences, he says, when students fall behind or drop out because of sleep-inducing lectures. Colleges have tried several approaches over the years to spur teaching innovation. But among instructors across the nation, holdouts clearly remain.

» via The Chronicle of Higher Education (Subscription may be required for some content)

sifkladajxnmasxka.

A doctor and a teacher’s methods are not comparable. That’s ridiculous.
Kids just need to learn how to sit down, listen to a lecture, take notes if they need to and not have to get flashy, fun things in order to pay attention. A student not being mature enough to get sleep or have the respect to not fall asleep in class, is a problem, but it is not the same as a doctor who is still using medical methods from the 1970s.