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Do you try these things because they work, or do you try them because
they're new?
Cheers,
Matt
"An expert is a man who has made all the mistakes which can be made i=
n a very narrow field."
=20
- Niels Bohr
-----Original Message-----
=46rom: Forum for Physics Educators [mailto:PHYS-L@lists.nau.edu] On
Behalf Of Charles Bell
Sent: Friday, December 12, 2003 9:36 AM
To: PHYS-L@lists.nau.edu
Subject: Re: Discovery Learning
Hello all,
I teach adults at a nuclear power plant and follow this list as a fel=
low physicist interested in other instructors experiences.
Its refreshing to hear the discussions. I have experienced many, many
waves
of the new ideas in teaching methods over the years.
Novelty is what I would answer to this question. The discovery learni=
ng is
a novelty for a while (year or two). Then its not so novel any more a=
nd
people (that's us instructors) drift right back to the traditional
lecture.
The students I teach are no different than the students in colleges a=
nd high schools. I taught a few years of night classes at the local
juni= or
college to get some "fulfillment" and new experiences.
Something different is what people want. That different always has to
change. Variety is what is required. That takes time to develop the
repertoire.
I could list dozens of new things done over the years and how they ca=
me and
went all about the same way.
I thought a few years ago that dynamic Power Point presentations with=
a
video projector was the way to go. Everyone gets excited about it at
first and all will claim it to improve learning. Because it was
different i= t
worked. After a few dozen power point presentations you will find tha=
t
the
observers tend to tune out because its not interesting anymore. Dimmi=
ng
the
lights to see the presentation encourages nodding off.
I've used "Advanced Learning" techniques and found that they also wor=
k for
a while. In fact the establishment will revolt about it after a while=
.
I've had mobiles hanging off the ceiling, pretty color pictures on th=
e
walls, colored highlighters, scented highighters, virtual photo tours=
,
pleasant background "learning" music, throw toys, nerfballs, drinkin=
g
birds. mind maps, board games..............
They all worked.
FOR AWHILE.
The smart ones will learn without you doing anything.
At 07:53 AM 12/12/2003, you wrote:
ger
On Thu, 11 Dec 2003 18:24:11 -0800 MICHAEL HORTON
<<mailto:scitch@verizon.net>scitch@verizon.net> writes:
If all you want them to do is remember the concept for
a day or two then lecture is fine. If you want to remember it lon=
then
andthere must be some connection in their mind between that concept =
somethingproject
memorable. That memorable thing could be a mnemonic, a lab, an
activity, a video, prior knowledge, whatever. The point of my
is to see > if things that are learned via discovery last longer th=an
things
orlearned traditionally.Throughout our lives, we have been lectured that that lectures do not
enhance learning. If this is true, then why are lectures still used
as the primary teaching tool in almost all high schools, colleges,
and universities throughout the entire world?
Why do so many educators abandon "discovery learning" within a year =
two after it has been introduced?