I agree, a very considered response. Here is an interesting Blog post (from a few years back) about ALT-C keynotes on this same subject: http://cathellis13.blogspot.com.au/2010/11/font-face-font-family-cambria-p.html
“Tweckling, iconoclasm and lecturing as a normative discourse: reflections on two ALT-C keynotes”
Associate Professor Cath Ellis is now Associate Dean of Education in the Faculty of Arts and Social Sciences at the university where I work (University of New South Wales).
Enjoy.
From: Team-Based Learning [mailto:[log in to unmask]] On Behalf Of Nicholas DiFonzo
Sent: Wednesday, 21 October 2015 10:49 AM
To: [log in to unmask]
Subject: Re: reaction to NYT article
Thanks all, for some insightful responses to my post. The NYT article also sparked some online discussion in my college. A colleague reposted a worthwhile response to the NYT article that accords with many of the comments made in our discussion group:
As many of you know, Molly Worthen’s piece prompted a flood of responses. Here is a pretty astute one.
https://josheyler.wordpress.com/2015/10/20/active-learning-is-not-our-enemy-a-response-to-molly-worthen/
From: Colin Mason [mailto:[log in to unmask]]
Sent: Tuesday, October 20, 2015 4:05 AM
To: Nicholas DiFonzo <[log in to unmask]<mailto:[log in to unmask]>>; [log in to unmask]<mailto:[log in to unmask]>
Subject: Re: reaction to NYT article
Hi there - I presume fellow converts to the benefits of active learning
This is an interesting article, I agree. And there are several points that one might not disagree with. For example, I fully agree that note-making is an excellent active learning exercise and one very likely to benefit students enormously. Having facilitated staff and student development workshops on learning how (and why) to Mind-map, or, slightly less good, concept-map, the question is more pertinently, "what kind of note-taking should we promote". Mind-mapping is brilliant for visual thinkers and from feedback I received was a salvation for dyslexic learners.
I have attended 'brilliant' lectures - not many, unfortunately. But the experience of most students whether arts/humanities or science/engineering is that such stimulating lectures are few and far between and furthermore, the number of lecturers capable of preparing and delivering such inspiring learning experiences is even fewer. Nevertheless, one has to concede, even in TBL only courses, some ‘lecturing’, eg mini lectures, summarising class discussions, providing briefs etc does take place, and therefore it is imperative that ‘lecturers’ are able to provide inspiring short presentations to students. After all, isn’t this one of the skills we want students to develop themselves through opportunities to summarise team discussions, present solutions to applied learning exercises etc. So, again I concede there is room for ‘good’ lecturing.
However, this is not the same thing as conceiving that ‘lecturing’ as an example of ‘critical thinking’, where arguments are presented for both sides (or more) of difficult or disputed concepts and hypotheses, is actually a great learning experience for those on the end of an hour of intense listening (whether note-making, especially more interactive styles are facilitated simultaneously). My guess is that such role-modelling of presenting arguments, synthesising, contradicting, bringing together disparate academic resources is undoubtedly very good and pleasing for the lecturer, but has only a marginal effect upon recipients. Our aim as teachers is to help students to become ‘these analytical, critical and creative thinkers themselves. So for a whole course to adopt a lecture-only format surely leaves little space for such student-directed activity. Furthermore, the lecturer style neglects the social aspect of learning, where the huge diversity and inherent creativity of large groups and smaller teams can be unleashed.
I have heard the arguments for/against lectures a lot of times (eg Donald Bligh’s book, “What’s the use of Lectures” and from many academic staff in diverse HE institutions (eg St Andrews, Scotland, Auckland, New Zealand, Melbourne Australia as well as my own Alma Mater, Bradford, England), and I am more convinced that those keen to lecture have, conscious or otherwise, a mindset: I know best, or would rather not be challenged (the opposite of a liberal approach to learning and challenging orthodoxy); or, I can’t be bothered with the extra work and very much higher skill demands of preparing for active learning classes. High class “researchers”, though not all, often have these traits.
I am rather more sympathetic to colleagues very new to teaching in HE adopting lecturing, at least to commence their careers, as the demands to be knowlegable about their discipline, be confident and organised, often set against the pressure of teaching many cohorts of large numbers of students, in courses that they themselves are only vaguely informed about, and often at early levels (First year or second year), whilst their more esteemed colleagues have 'bought themselves out' of intensive teaching schedules, but point instead to the 'demands' of their own loads - final year classes (often fewer students), Masters Classes (even fewer students) and PhD supervision - all likely to enhance their reputations as academics and contribute to their research profile; often the only valued aspect of academic life in HE - unfortunately!
Dr Colin Mason
Formerly:
Director and Professor of the Institute of Teaching and Learning, Deakin University, Melbourne, Australia
Dean of Teaching and Learning, Unitec, New Zealand
Director of Learning and Teaching Development, St Andrews, UK
On Mon, Oct 19, 2015 at 9:25 PM, Nicholas DiFonzo <[log in to unmask]<mailto:[log in to unmask]>> wrote:
Hello TBL-ers. Our dean recently sent the link below which is a recent piece arguing in favor of the traditional ‘lecture’ as a valuable pedagogical approach to teaching. I am curious what people think about it: http://www.nytimes.com/2015/10/18/opinion/sunday/lecture-me-really.html
Nicholas DiFonzo, Ph.D.
Professor of Psychology
Department of Psychology
18 Lomb Memorial Drive
Room 1-2363
Rochester Institute of Technology
Rochester, NY 14623 USA
[log in to unmask]<mailto:[log in to unmask]>*
Phone: 585-475-2907
Skype: nicholas.difonzo
Faculty Website<http://www.rit.edu/cla/psychology/faculty/difonzo>*Personal Website<http://www.professornick.com/>
Rumor Psychology: Social & Organizational Approaches<http://www.rumorpsychology.com/>
The Watercooler Effect: A Psychologist Explores the Extraordinary Power of Rumors<http://www.thewatercoolereffect.com/>
Rumor-Gossip-Research Google Group<https://groups.google.com/d/forum/rumor-gossip-research>
*Note: I typically process my email to zero around 10 AM and 4 PM each weekday.
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