Lectures and Prior Knowledge: Helping Students Make Sense of New Material

lecture-assessing-prior-knowledge
Most teachers still lecture a lot despite evidence showing that straight lecture is less effective than teaching approaches that more actively engage and involve students. I don’t think that conclusion rules out didactic instruction. Sometimes it makes sense to just “tell” students about the content. Should we lecture less? For most of us, the answer is yes. But here’s a new response and it moves our thinking in a different direction. In a recent “teacher-ready research review” (one of an ongoing series in the Scholarship of Teaching and Learning in Psychology about which I cannot say enough good things), William Cerbin proposes “a focus on the processes of learning, how and why students learn or do not learn from lectures. If students learn less or do not learn from lectures, we should try to identify the underlying causes and then work on improving the method.” (p. 152)

To continue reading, you must be a Teaching Professor Subscriber. Please log in or sign up for full access.

Leave a Reply

This site uses Akismet to reduce spam. Learn how your comment data is processed.

Related Articles

I have two loves: teaching and learning. Although I love them for different reasons, I’ve been passionate about...
I’m in my course pack era....
Most professors love to learn. Our bookshelves are full of books, our inboxes full of newsletters, and our...
Quizizz has long been a popular app for developing and delivering quizzes to students, and like many apps,...
I’ll be honest. When the rapid evolution of AI caused teachers to panic, I did not worry too...
Although I have been teaching for nearly 20 years, the memory of the first day I stepped into...
In recent years, the education world has been focusing on ways to generate student engagement in learning. This...

Are you signed up for free weekly Teaching Professor updates?

You'll get notified of the newest articles.