Achievement tumbles when young students change schools
Is lecturing really all that bad?
Last month, Education Next published a study that I conducted with Amelie Wupperman that looked at the impact on student achievement of teaching time devoted to lecturing vs. problem-solving activities. Our study generated a lot of comments and discussion which I would like to respond to here.
Podcast: Guido Schwerdt talks with Ed Next about his new study finding that students learn more math and science when their teachers devote more time to lecturing and less time to problem-solving activities.
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