Horrible day yesterday. FD SCP had me out cleaning the aft proch and my sinuses are agonizing. The walk in the park was an actual relief this morning. And the weather beavers have mentioned precipitation in the afternoon, or so I may hope.
But I did have opportunity to continue cogitation on the matter of lectures and learning, so I suppose I shall have to take up a recent grrr brrr about lectures. [Link]The contention is that learning is not effective in the lecture format and things have to be made more interactive. My immediate, and enduring, response to this is that it is an extro conspiracy promulgated on the idea that students have to be placated for professors to get paid. Rather like the teach to the test thing in the public schules.
First of all, only the extros participate in these “voting” things. Intros do not. They come to class, they listen, maybe take notes, they go home, read the book, work the problems, and think. But the thinking takes time. There are some things that I got told in freshman physics class I still think about today. And occasionally they give me insights. So the idea that learning occurs only in class is an olla sterci – a crock of feces. Yes, some learning occurs in class, but most of it, including almost all of the insight, occurs later, often much later, out of class.
I have mentioned previously a math methods class on Green functions that took me over thirty years to “fully” realize.
Extros don’t do this way. They don’t go home and read the book nor do problems. They think doing problems is for intros and geeks and nerds. Which they are afraid of becoming. And they don’t think about stuff once the course is over. And they don’t want anything but a good grade so they can get a diploma and have a wonderful career. Working for a nerd.
At least in the mode. There are exceptions. But most of these people are not going to become STEMs. They don’t think enough. And socialization is too important to them to spend time understanding.
I have mentioned Chad Orzel’s taxonomy before. It applies here, in resounding fanfare! The purpose of the lecture, in STEM at least, is to tell the student what is important so they can read the text, do the problems, and think. And learn. Notice that distinction? The learning is out-of-class. And afterwards. So yes, the lecture is ineffective if the metric is in-the-class learning.
But the metric is orthogonal to the reality.
Do the physics. Drop the ball!