Taxonomies of Learning| bokcenter.harvard.edu
In recent years, the lecture has come in for a healthy dose of criticism, including more than a few predictions of its extinction as a standard classroom practice. (Even Harvard's alumni magazine has spoken of the lecture's "twilight.") The arguments against it seem difficult to ignore: given the growing volume of research demonstrating the benefits of having students engage actively in their learning—not to mention what we know about how easily large, anonymous rooms lend themselves to s...| bokcenter.harvard.edu
Many of the larger scale studies on the effectiveness of active learning have been conducted in STEM disciplines, although the benefits of active learning extend to any field. A 2014 meta-analysis of 225 research studies in STEM classes found that students in classes with active learning performed 6% better on exams than students in classes with traditional lecturing, and that students in classes with traditional lecturing were 1.5 times more likely to fail than in classes with active learn...| bokcenter.harvard.edu
Memory is the ongoing process of information retention over time. Because it makes up the very framework through which we make sense of and take action within the present, its importance goes without saying. But how exactly does it work? And how can teachers apply a better understanding of its inner workings to their own teaching? In light of current research in cognitive science, the very, very short answer to these questions is that memory operates according to a "dual-process," where more ...| bokcenter.harvard.edu
For some the flipped classroom has become synonymous with active learning. There are many ways to incorporate active learning into your courses, and the flipped classroom is but one of those methods. A flipped classroom is structured around the idea that lecture or direct instruction is not the best use of class time. Instead students encounter information before class, freeing class time for activities that involve higher order thinking.| bokcenter.harvard.edu