Teaching = explaining?

I should be doing other things…but I was diverted by a tweet of Dan Meyer’s which pointed to this post on the Action-Reaction blog

Here are some edited highlights which resonated most strongly with me:

Interactive engagement (IE) is defined as methods “designed at least in part to promote conceptual understanding through interactive engagement of students in heads-on (always) and hands-on (usually) activities which yield immediate feedback through discussion with peers and/or instructors.”

A video lecture is not interactive engagement.

Khan (along with most of the general public, in my opinion) has this naive notion that teaching is really just explaining. And that the way to be a better teacher is to improve your explanations. Not so! Teaching is really about creating experiences that allow students to construct meaning.


Here is the most damning piece of evidence, from Hake’s famous six thousand student study:

The six thousand students in Hake’s study were not in a single class. They were in 62 different courses, from high school to university, taught by a variety of instructors with different personalities and expertise. And yet ALL the IE courses made greater gains (the slope of the graph — between 0.34 and 069.) than the traditionally taught courses (average 0.23). It should also be noted that the green IE courses above were NOT identical and did not follow some magic teaching formula. They only had to conform to the Hake’s broad definition of IE given above.  METHOD trumps all those other variables.

But surely there is a place for lectures, right?

Yes, BUT students must be “primed” for the lecture. According to the PER User’s Guide FAQ:

It is possible for students to learn from a lecture if they are prepared to engage with it.  For example, Schwartz et al. found that if students work to solve a problem on their own before hearing a lecture with the correct explanation, they learn more from the lecture.  (For a short summary of this article aimed at physics instructors, see these posts – part 1 and part 2 – on the sciencegeekgirl blog.) Schwartz and Bransford argue that lectures can be effective “when students enter a learning situation with a wealth of background knowledge and a clear sense of the problems for which they seek solutions.”


About Linda

I have been involved in secondary mathematics education in Victoria, Australia for over 25 years.
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