Assessing the Conversational Classroom
نویسندگان
چکیده
Conventional wisdom states that the large lecture class is an efficient way to teach a common core of material to large numbers of introductory students. We questioned that model, and chose a required second-year course with enrollments in the 60-120 range to test a classroom strategy that dispenses with the lecture entirely. Instead, each class session consists of a conversation among the students and professor. A nine-semester longitudinal study shows that this change results in a sustained improvement in student performance.
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