With the
countless new opportunities provided by technology, experts are beginning to
question hallowed customs like lecturing as a means of teaching advocating student
centered class rooms, seminars and individual work instead. Are they right? Is
it time for a change in the centuries old method of disseminating information
or are they being over enthusiastic? Do the following three reading tasks and
determine where you stand. Then write an argumentative essay.
Level of Difficulty for the Whole Task: ***
The reason for the above: the writing task is
challenging
BEFORE YOU READ
TEXT ONE: LECTURES DIDN’T WORK IN 1350 – AND
THEY STILL DON’T WORK TODAY
By: Hope Reese
Published: The Atlantic, November 2013
1.
What
are the learning models Thornburg identifies?
2.
The
reason why school was so depressing for Thornburg was the fact that:
·
He
was made to fit in with the system
·
No
allowances were made for individual differences
·
No
allowances were made for individual ways of learning
·
All
of the above
·
None
of the above
·
Other:
please specify
3.
Thornburg’s
experience at The National Academy of Sciences led him to decide that
……………………………………………………………………..were needed.
4.
Read
the description of the holodeck. The two reasons why this learning environment
is so engrossing are the facts that the experience………………………………………………………………………..
5.
The
holodeck was discovered to be a very successful way of teaching because the
kids that took part in the Mars mission had gone on
to……………………………………………………………………..
6.
What
does the sentence “That’s changing” mean? In other words, what is happening?
The focus of math education is shifting to……………………………………………………………………………..
7.
The
writer does not have a problem with the content of math lessons but he does
have a problem with ………………………………………………………………………………………………………………………..
8.
Thornburg
refers to Laurentius de Voltolina’s painting to prove that:
·
The
working environment has been the same for a long time
·
Students
talk or fall asleep during a lecture
·
Lecture
based models don’t work
·
All
of the above
·
None
of the above
·
Other:
please specify
9.
Thornburg
states that what determines degree of concentration in children is……………………….
10.
When
discussing whiteboards and Kindle, Thornburg criticizes the fact
that……………………………
11.
How,
specifically does he suggest new technologies should be used?
12.
What
does “that” refer to in the sentence “And that’s an art”?
13.
Thornburg’s
criticism of the flipped learning model is the fact that………………………………………
14.
Which
of the pieces of criticism directed against having cell phones in the classroom
does Thornburg not have an answer for?
15.
The
teacher in the example embraced technology in the classroom because it
enabled…………
16.
What
is it about technology that students need to learn?
17.
Look
at the last paragraph of the text. What is the function of the second sentence
and the last sentence? How do they relate to each other?
TEXT TWO: IS THE
LECTURE DEAD?
“Education isn’t just
about conveying information as efficiently as possible. A lecture, done right,
gets to the heart of why a lesson is worth learning.”
By: Richard Gunderman
Published: The
Atlantic, January 2013
QUESTIONS
1.
The
advantages of the use of technology in classrooms and small-group interactive
learning are the facts that they enable………………………………………………………………………………………………
2.
Why
did one of Texas’ medical schools get a rap on the knuckles?
3.
Could
the first sentence of paragraph four be considered a summary of paragraph
three? Why or why not?
4.
What
is the purpose of paragraph four? Which sentence is the thesis statement? What
is the function of the other sentences?
5.
A
really good lecturer, by being physically present in real time, is able to do
something an online learning module cannot. He is able
to…………………………………………………………………………..
6.
What
is the relationship of the paragraph beginning “The core purpose” to the last
sentence of the previous paragraph?
7.
Which
sentence in the same paragraph best expresses the advantage of lectures?
8.
The
bonus of great lectures is that they…………………………………………………………………………………..
9.
Where
else could you put the sentence “A great lecturer tells a story” and the
following sentence?
10.
How
does a good lecturer engage the students?
11.
State
an example of a lecture that would be deadly dull. One involving…………………………………
12.
Read
the stories of Pausch and Steve Jobs. The lesson we learn from both is that
people should…………………………………………………………………………………………………………………………………….
13.
The
writer praises Pausch and Jobs because they were able to……………………………………………….
14.
In
the conclusion the writer states that our aim should be to………………………………………………….
TEXT THREE: DON’T GIVE
UP ON THE LECTURE
“Teachers who stand in
front of their classes and deliver instruction are not out-of-touch-experts –
they are models”
By: Abigail Walthaysen
Published: The
Atlantic, November 21, 2013
QUESTIONS
1.
Read
the first short paragraph of the text. What conclusion can you draw from it?
You will need to tweak the text.
2.
Many
would agree with Thornburg that “lectures create a depressing experience”. What
has been the result of this widely held view in terms of lesson planning?
3.
Paulo
Friere and Alison King agree concerning the role of………………………………………………..
4.
How
dependable are the results of the study comparing the “sage-on-the-stage” model
and the “guide-on-the-side” model? Why or why not?
5.
The
major arguments in favor of lecturing are as follows:
6.
What
are the major arguments against lectures?
7.
Read
the account of the writer’s college experience. What conclusion can we draw
concerning the seminar model?
8.
Read
the first sentence of the last paragraph. What is the reason? Use your
own words.
9.
What
overall conclusion is reached in the text?
WRITING TASK
Now that you have been through texts
defending and criticizing the lecture, it is time to put pen to paper and write
an argumentative essay. While doing so, you can opt for the “guide-to-the-side”
method, the “sage-on-the-stage” method or a happy medium with a little of both.
Remember not to rush this task so no clocks; it is more important that you get
the organization and content right. Most importantly, enjoy yourself; this is
one tough writing task.
TO LECTURE OR NOT TO LECTURE THAT IS THE QUESTION; MULTIPLE TEXT READING
INTO WRITING ACTIVITY KEY AND TEACHER’S NOTES
This trio of texts all slot in together beautifully with the first
coming out strongly for the “guide-to-the-side” method, the second coming out
firmly in favor of the “sage-on-the-stage” method and the last one striking a
balance so students have three options. If you decide to do this as a class
activity you will need to spread it out over, at least, two days. If you are
doing this on your own, I would suggest three days to reinforce all the
learning.
TEXT ONE: KEY
1.
The
camp fire or lecture based design, the watering hole or social learning, the
cave, a place to quietly reflect and life where ideas are tested.
2.
All
3.
Technologies
to support different types of learning
4.
Is
immensely interactive and the kids feel almost like they are there.
5.
Study
the topic on their own
6.
Real
mathematics
7.
How
you learn
8.
Other:
1+3
9.
Engagement.
Nothing else will logically do.
10.
Are
used to do the same old things better
11.
To
do other things with these tablets and computers; taking new tools and using
them in powerful new ways; to do things we couldn’t do before at all.
12.
Knowing
when to give information and when to stop giving information.
13.
It
is being used to perpetuate a traditional educational model
14.
Playing
games all day long or inappropriate use of the phone.
15.
Real
interesting stuff to be done or move the conversation in a very wonderful
direction
16.
When
it is appropriate to use tools
17.
Topic
sentence, concluding statement, they enable the paragraph to hold together as a
meaningful whole.
TEXT TWO: KEY
1.
Interactive,
customized and self paced learning alternatives.
2.
Because
its curriculum relied too heavily on passive approaches to learning – foremost
among them lectures.
3.
No
it doesn’t cover group sessions; highly touted technologies that have turned
out not to enliven education.
4.
Rather
than disposing entirely of the lecture as a means of learning, we should
attempt to understand better the features that distinguish effective engaging
lectures from those that leave learners limp. The purpose is support and
transition to the next paragraph.
5.
Engage
their imaginations and inspire them. The whole sentence won’t do because modules
inform learners as well.
6.
The
paragraph expands on the sentence so the sentence provides transition.
7.
The
real purpose of a lecture is to show the mind and heart of the lecturer at work
and to engage the minds and hearts of learners.
8.
Open
learners’ eyes to new questions, connections and perspectives that they have
not considered before, illuminating new possibilities for how to work and live.
9.
At
the beginning of the previous paragraph before the example
10.
Sharing
responsibility for solving problems with learners, working with them in real
time to find a solution.
11.
A
rote, mechanical reading of notes
12.
Have
the courage to follow their heart.
13.
Get
us thinking about our lives from fruitful new perspectives and help us seek out
and find new meaning in the work we do every day.
14.
To
perfect the lecture so far as we can.
TEXT THREE: KEY
1.
Lectures
give a negative initial impression
2.
Only
10 or 15 minutes of the hour are allotted to teacher disseminated information,
while the rest of the class period is centered on practice in groups or project
based learning.
3.
The
lecturer
4.
Not
completely; there is no way to account for the teachers who gravitate towards
lecturing because they excel at it, and those who encourage group work because
they are comfortable managing such dynamics.
5.
It
can create a more democratic experience for students than a lesson that is
entirely student focused; teachers are irreplaceable as models of knowledgeable
adults grappling with first principles in order to open their students’
understanding; a passionate display of erudition is valuable in itself.
6.
Lecturing
is daunting to student confidence; the uniform pace diminishes student
attention.
7.
Being
clueless in a discussion class is much more embarrassing and destructive of a
student’s self confidence.
8.
Possible
answer: Lectures are popular
9.
The
last sentence: there is no one method of education that fails across the board,
only…
