Way We Teach

Why Are We So Slow to Change the Way We Teach?

Why Are We So Slow to Change the Way We Teach?

 

Reflections on change – not so much change, since the process of change, offered in light of its slow start. Yes, the conference is a good example. In a recent survey, 275 economics professors who teach the course principles said they gave 70 percent during class time, led the discussion to 20 percent. 100 time and that students were doing activities for 10 percent of the time. The article cites studies in this area since the mid-1990s that indicate similar percentages. Perhaps other areas have changed more, but the evidence supports continued reliance on conferences in many areas.

The professor teacher Blog However, the conference is not the only example of slowness to change. Many aspects of designing educational courses, approaches to qualifying tests, and missions also changed little. Certainly, some schools are changing, and many regularly, but not most. The question is why?” Here are some options I’ve considered.

Change is harder than we think. We have invested a great deal of our teaching and our students while showering for error. Try something new, and there is a risk of failure. There is a risk with what we do every day, but it feels safer to go with the real test. And most of the time, the news should be reviewed, adjusted and refined. The first time, it did not go as well as we did once.

The work in cognitive psychology on the use of deliberate practice to develop experience is relevant here. It is a practice with specific characteristics: these are difficult tasks that require effort and effort to achieve. Developmental experience also involves working on specific components of the task. It is necessary to receive information from a trainer with the ability to analyze the performance and suggests how it can be improved. And students should reflect both performance and feedback. As its name implies, a deliberate practice means a programmed practice, a concrete practice, a concerted effort to improve.

Faculties tend to underestimate the complexity associated with educational change. They deal with Nike’s “just do it” attitude. This attitude will develop, but the approach to change is too often fragmented and reactive. “Oh, that sounds like a good idea. I’ll try that.” Or “Gee, this could be a possible solution” to any problem that occurs. The infusion of new techniques, interesting ideas and promising strategies around effective teaching rather than towards it with a card and a designated route.

The “do it” approach consists of the application before you take into account the objectives – what the change will achieve and how to determine if this happens. A number of problems relate to the challenges of assessing change. Many of us have unrealistic expectations for success. We want the change to work perfectly from the beginning and be a “top 10” learning experience for each student and each course. We are in our noble aspirations, but unrealistic about the results. Changes of instructions do not work perfectly, we discover. But then, how often do we evaluate the results beyond our vision of how it fell? In private, we question our ability; In public, we put problems in focus and / or students.

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