Farewell, Lecture?
Fellow professor at Harvard contributed a piece to the Science Magazine's education section on the evolution from one-way lecture style to dynamic engagement of his students.
Professor Mazur's realization is something I have integrated into my own classroom delivery at UT Dallas. The one and only time I bring a book to class is the first session. I make sure the students understand that gathering information and reading the theory is their homework, the class sessions focus on practical application using current business events.
Most students think I joke when I tell them: "If the book, the slides, and my lecture are all the same, two of the three are redundant and therefore not necessary!" The instructions for class assignments clearly state: "I have read the book, and hopefully you have too. Repeating the book's description of a concept is merely filling up the white space." I want critical thinking and personal analysis.
My classes are structured around the application of a studied concept. I play the role of a moderator in a class debate. Many of the students have work experience and once they get over the initial shock from the change of class structure, they are eager to contribute. I find this to be a great way to enhance learning with multiple viewpoints rather than strictly focusing on the text or drawing on my own experience.
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