A number of posts this week have discussed various themes that have emerged since beginning this class, its readings and discussions. For me, each week, I consider balance to be the theme applied in different contexts.
I think the idea of engaged and mindful learning is noble, but like this post I also acknowledge that we can’t always do that. I think we, as educators, need to spend meaningful time examining our course content and finding the places where we can effectively engage technology, mindful learning and other more innovative methods of education, to balance out the places where we might have to give a basic lecture.
This post mentioned GTAs who are thrown into teaching without adequate preparation, and I agree that’s a huge problem and likely contributes to the less effective (mindless) learning that we see in some areas more than others. My department has a really great teaching apprenticeship program, wherein the semester before GTAs become instructors of record, they shadow and act as TAs for the course they will eventually teach. Our introductory course uses an online textbook with integrated quizzes, as well as other helpful resources, such as flash cards, glossaries and interactive material, that students are required to read. When preparing my first guest lecture, my apprenticeship supervisor told me that students, on average, only retain 10% of course material in a lecture that goes broad but not deep. He advised me to go over the material from the book, find the concepts that would be most challenging to students and focus my lecture on 20-30% of the textbook material, then work on ways to engage students so they might take away 90% of the content from my lecture. I still won’t be covering everything, but I’ll hopefully engage their learning, build on their previous readings and help them to come away with more than if I had just done a lecture that covered everything in the textbook over again.