CEARRIS BLOG

Jejak Panda Menambah Ilmu Dengan Membaca Di Situs Kesayangan Anda judi ceme online Last Friday I had a feed for my first year students.   About twelve came to my building around dinner time to socialize over chili, corn bread muffins, warm cider, and brownies. We sat in a circle to eat, and since they are all shy and also from two different classes, I asked them to introduce themselves, and then I asked each one to tell us about her best and worst class so far at this, the midterm of their first semester of college. All of them had great stories to tell about exciting classes, and several even said they loved all of their classes.   But some had horror stories to share.   Many of these were predictable, like students who dislike math complaining about their math class, but several complained about courses they expected to love but found disappointing because the courses were just lecture. One student said that she had two English classes she was excit...

Jejak Panda Hai.. Jumpa Lagi Di Blog Kesayangan Anda ceme online terbaik Last week’s post on the lecture as an instructional model produced incredibly varied responses, from enthusiastic gratitude for my support of active learning to enthusiastic defense of lecturing.   The nature of some of the replies has prompted me to revisit the topic and elaborate upon my ideas. The first thing I think that needs to be pointed out is that neither I, nor any of the researchers I cite, claim that students do not or cannot learn from a lecture.   The cited studies claim that students learn more effectively from active learning pedagogies, not that they fail to learn in a lecture model. Perhaps the most troubling response I received was one that bemoaned the fact that the learning style of middle-class white males was being neglected, and claimed that this group was the “least studied demographic.”   That’s patently not the case.   The studies I cite abs...