I had a conversation several days ago with a teacher who was asking all the right questions. She wanted ideas of what works, what the research is saying is great for kids. In her first year, she was using primary sources and other kinds of evidence. She was having kids address deep questions. But she was still concerned about lecturing too much.
And I had to agree. She was probably lecturing too much. It’s an easy habit to fall back on – it makes it seem like you’re doing your job. It fills the time. It covers the content. And it’s often a “great” classroom management tool . . . in the sense that kids are busy “learning” so they’re not setting stuff on fire.
But for a lot of reasons – most of them accurate – lecture as an instructional tool is seen as a bad thing. And for…
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