We could learn so much about teaching if we could observe the best teachers actually teach. When scholars write about good teaching, we get glimpses, descriptions, principles, lots of principles. […]
Omar Ali and Nadja Cech present ‘Yes, and,’ a concept derived from improvisational theatre, as a teaching-learning methodology that supports engaged experiential learning. In this approach, the leader of the group and co-participants affirm each other and creatively build on what any and all bring to the conversation and activity at hand. The approach can enhance academic excellence by cultivating confidence, creativity, and collaboration.
We often hear only the pro- and anti- positions in debates about lecturing. I want to advocate a more nuanced perspective: There is no such thing as lecturing. There are many different things that get lumped together under that one term.
If anyone tells you exactly how to teach based on research, they’re misusing the research. The research does not offer blueprints for how to teach, detailed instructions on what to do and how to do it. But it does offer maps. Using these maps requires certain skills.
Lecturing came first. It has always been with us. Active learning came later. It has been on the scene for a relatively short time. Right? To the contrary, while lecturing has a medieval history, active learning has an ancient one.