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March 26, 2013

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This is an incredible post, thank you. I work with Eric and I have seen him give this talk many, many times and each time I learn something new. In fact, in my dissertation I was investigating why STEM professors at major research universities were striving to improve their introductory teaching. One after the other, they told me they heard Eric's talk and it changed them. He resonates deeply with those who want to make a difference in their students' lives - and he follows all of Garr's rules :)
You can read more about Eric's methods on our official Peer Instruction blog - http://blog.peerinstruction.net
Julie

Armelle

I'm always suprised that the teachers are the ones evaluating and discussing the teaching's efficiency. So funny.

Could it be that the teaching is "efficient" (i refer here to the student perspective, which is the only one valuable/receivable, as the student is the one supposed to get a benefit from the teaching) only when the student receives the right amount of the right information at the right moment? ("right" refering here to the student's own perception of things)

That is to say, that real learning can happen only when the seeker/learner/requester/needing person is the one deciding-leading the information-sharing process in both its form, content and duration?

That is to say, that real learning can happen only when there is no teaching process decided and organised by a teacher?

Cf. Ivan Illich, John Holt, Ekkehard von Braunmühl and others.
My experience fits so well with their wise observations...

Armelle

I'm dissapointed that my first comment did not appeared on the website. So here i am, trying again, because I think it was still an interesting step ahead that i was proposing, to think deeper and further about what education actually is abour, in a general way.

So yes, to follow up with observations made by Dr Mazur (and congrat's to him for the investigations), i'd like to go even further.

That teachers are the ones evaluating and discussing the teaching's efficiency should surprise us. But for the majority of people it doesn't, because we have always been told, from childhood, that this is how things are meant to me.
But wait, shouldn't teaching efficiency be evaluated from the student perspective? I mean, the student is the one supposed to get a benefit from the teaching, isn't it? If not, who?

Could it be that the teaching is "efficient" (student's perspective) only when the student receives the right amount of the right information at the right moment? ("right" refering here again to the student's perception)

That is to say, that real learning (that is to say, understanding) can happen only when the seeker/learner/requester/needing person is the one deciding-leading the information-sharing process in both its form, content and duration?

That is to say, that the best and most efficient learning happens when there is no teaching process decided and organised by a teacher?

Cf. Ivan Illich, John Holt, Ekkehard von Braunmühl and others.
At least, my experience fits very well with these guys' observations.

Take care everybody and have a beautiful life: feel free and fly far.

Armelle, from France.
(mentionning this just in case my English sounds weird)

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