{"id":68678,"date":"2019-11-07T15:35:11","date_gmt":"2019-11-07T20:35:11","guid":{"rendered":"http:\/\/danielschristian.com\/learning-ecosystems\/?p=68678"},"modified":"2019-11-12T09:25:26","modified_gmt":"2019-11-12T14:25:26","slug":"embracing-the-struggle-inherent-in-solid-effective-learning","status":"publish","type":"post","link":"https:\/\/danielschristian.com\/learning-ecosystems\/2019\/11\/07\/embracing-the-struggle-inherent-in-solid-effective-learning\/","title":{"rendered":"Embracing the struggle inherent in solid, effective learning"},"content":{"rendered":"

A lesson in active learning<\/strong><\/a> — from characterlab.org
\nHow to make difficulty desirable<\/em><\/p>\n

Excerpt:<\/em><\/p>\n

Recently, a group of physics professors at Harvard University ran an\u00a0experiment<\/a>\u00a0you should know about.<\/p>\n

There were no balls rolling down planks. No springs or pulleys, no magnets, and no electricity.<\/p>\n

What these professors wanted to know was, how can we get students to learn more? More generally, how do people learn anything\u2014and what gets in the way?<\/p>\n

Years of experience suggested that students learn best when assigned hands-on laboratory activities, weekly problem sets, in-class opportunities to discuss material with fellow students, and frequent short quizzes. This active approach seemed far superior to the more traditional\u2014and more passive\u2014approach of sage-on-a-stage lectures.<\/p>\n

To test their hunch, the professors randomly assigned students in introductory physics to classes using either active or passive instruction. The material was identical\u2014only the style of teaching differed.<\/p>\n

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The above article reference this item:<\/em><\/span><\/p>\n