More Lecturing, More Learning
In this podcast, Guido Schwerdt talks with Ed Next’s Paul Peterson 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.
Today, on average, teachers spend more time on problem-solving activities than they do making lecture-style presentations. If teachers were to spend 10 percent more time lecturing, this would be associated with a rise in test scores comparable to about 1 or two months of additional learning in a year.
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