Comments on: The burden of proof: What does education research really tell us? http://blog.sciencegeekgirl.com/2009/02/25/the-burden-of-proof-what-does-education-research-really-tell-us/ explorations and inspirations... in how we learn science Mon, 06 Feb 2012 23:52:22 +0000 hourly 1 http://wordpress.org/?v=3.3.1 By: sciencegeekgirl » How does change happen? Attributes of innovation and rates of adoption. http://blog.sciencegeekgirl.com/2009/02/25/the-burden-of-proof-what-does-education-research-really-tell-us/comment-page-1/#comment-1080 sciencegeekgirl » How does change happen? Attributes of innovation and rates of adoption. Tue, 17 Mar 2009 19:04:07 +0000 http://blog.sciencegeekgirl.com/?p=457#comment-1080 [...] my previous post on The Burden of Proof (what does educational research tell us?), many of us started to discuss why do faculty choose to change their teaching, if they decide that [...] [...] my previous post on The Burden of Proof (what does educational research tell us?), many of us started to discuss why do faculty choose to change their teaching, if they decide that [...]

]]> By: sciencegeekgirl http://blog.sciencegeekgirl.com/2009/02/25/the-burden-of-proof-what-does-education-research-really-tell-us/comment-page-1/#comment-1078 sciencegeekgirl Tue, 17 Mar 2009 15:26:00 +0000 http://blog.sciencegeekgirl.com/?p=457#comment-1078 Indeed, I (and other colleagues) have come to the conclusion that we can't *tell* instructors that the current method isn't working any more than we can *tell* our students Newton's Laws (and have them understand it). Instructors need to experience first-hand that the current model isn't working, and then be motivated to seek solutions. Once that "a-hah" moment has come, then they'll be more willing to consider active engagement. But even if they've hit that point, then some might just throw up their hands and go back to lecture, because it is, after all, easier in a lot of ways, and it's the model under which we were taught. Without more professional development in active engagement methods, we risk losing the benefit of those motivated instructors -- they just may not know what else they can do, or not have the professional support networks to improve their practice. Indeed, I (and other colleagues) have come to the conclusion that we can’t *tell* instructors that the current method isn’t working any more than we can *tell* our students Newton’s Laws (and have them understand it). Instructors need to experience first-hand that the current model isn’t working, and then be motivated to seek solutions. Once that “a-hah” moment has come, then they’ll be more willing to consider active engagement.

But even if they’ve hit that point, then some might just throw up their hands and go back to lecture, because it is, after all, easier in a lot of ways, and it’s the model under which we were taught. Without more professional development in active engagement methods, we risk losing the benefit of those motivated instructors — they just may not know what else they can do, or not have the professional support networks to improve their practice.

]]> By: April Hayman http://blog.sciencegeekgirl.com/2009/02/25/the-burden-of-proof-what-does-education-research-really-tell-us/comment-page-1/#comment-1077 April Hayman Tue, 17 Mar 2009 15:06:54 +0000 http://blog.sciencegeekgirl.com/?p=457#comment-1077 After reading your article, I wondered if those instructors who are so resistant to change just don't know how to incorporate active learning strategies into their curriculum. Some subjects, like chemistry, lend themselves very well to active learning. However, art history may be a more problematic (although I can think of half a dozen activities off the top of my head). If we are not teaching our instructors how to actively engage students, then how can we expect those most resistant-to-change to adapt to a new mode of teaching and learning? After reading your article, I wondered if those instructors who are so resistant to change just don’t know how to incorporate active learning strategies into their curriculum. Some subjects, like chemistry, lend themselves very well to active learning. However, art history may be a more problematic (although I can think of half a dozen activities off the top of my head). If we are not teaching our instructors how to actively engage students, then how can we expect those most resistant-to-change to adapt to a new mode of teaching and learning?

]]> By: sciencegeekgirl http://blog.sciencegeekgirl.com/2009/02/25/the-burden-of-proof-what-does-education-research-really-tell-us/comment-page-1/#comment-1076 sciencegeekgirl Tue, 17 Mar 2009 05:31:21 +0000 http://blog.sciencegeekgirl.com/?p=457#comment-1076 Here is a recent post from another blog on using active learning strategies to *engage* students in lecture: http://teaching-tips-machine.com/blog/active-learning-activities-think-write-discuss-lecture/ Here is a recent post from another blog on using active learning strategies to *engage* students in lecture:
http://teaching-tips-machine.com/blog/active-learning-activities-think-write-discuss-lecture/

]]> By: THE BURDEN OF PROOF: WHAT DOES EDUCATION RESEARCH REALLY TELL US?: Online Education Resources http://blog.sciencegeekgirl.com/2009/02/25/the-burden-of-proof-what-does-education-research-really-tell-us/comment-page-1/#comment-1063 THE BURDEN OF PROOF: WHAT DOES EDUCATION RESEARCH REALLY TELL US?: Online Education Resources Sun, 15 Mar 2009 18:04:33 +0000 http://blog.sciencegeekgirl.com/?p=457#comment-1063 [...] OF PROOF: WHAT DOES EDUCATION RESEARCH REALLY TELL US? I revalue the fiber of articles same this The charge of proof: What does activity investigate rattling verify us?. Various discussions are presented on the continuance of hands-on power activity in oppositeness [...] [...] OF PROOF: WHAT DOES EDUCATION RESEARCH REALLY TELL US? I revalue the fiber of articles same this The charge of proof: What does activity investigate rattling verify us?. Various discussions are presented on the continuance of hands-on power activity in oppositeness [...]

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