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Doctoral student and mother of two blogs about academia, motherhood, and the many intersections of the two.
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5 comments:
Very interesting, Sarah, what is the URL for this video clip?
Years ago I did some pedagogy research for a class and, in talking with undergrads, found the majority feel professors are 'more prepared' when their lectures are outlined in PowerPoint vs. traditional overheads.
I tacked in onto the bottom of the post
Of course, people still watch movies, and they're more than 7 minutes long! If it's true that we can only keep their focus for 7 minutes at a time in the classroom, why do films keep their interest for longer? Proposed answer: Because they want to be in watching the movie, while they do not necessarily want to be in class. They have the expectation that the movie will be a certain length, and react accordingly. There are multiple variables in the classroom, which students think they can manipulate to their advantage at times. There is also the fact that, in order to enter the movie theater on a given day, a given movie patron has to pay. Perhaps we should collect tuition outside of our classes to drive home the point that if they're paying for the class, they should pay attention! (Of course, that would exacerbate the feeling that they deserve entertainment because they have paid for it, which the whole movie analogy suggests.) (I also don't account for scene shift and the like, designed to maintain our attention.) (Of course, commercials barely keep our attention, but our motivation is different!)
Hmph... I guess it's hopeless! ;)
I'm a big fan of the lecture, but I can't really teach that way, perhaps because it has not been my training to do so. I wonder, if pressed, could I do it? It certainly requires more effort on the teacher's part.
This is interesting, but I think it gives the electronic media too much credit. Call me dense, but this one made more sense than the last one, which seemed like an exercise in cleverness!
Yeah, I don't buy that students can only pay attention for 7 minutes. But the reason they (we?) can focus on the movie is that they are being entertained--and many people will call someone a good teacher because they like being in the class--the teacher holds their interest by presenting material in a way that, I think, entertains them (not that that requires technology). I also think that people get too wrapped up in calling technology good or bad and fail to acknowledge that this is a tool that we can use, not a force beyond our control. I will have more later. Thanks for your input, Jennie and Literacy-chic.
Than you SO MUCH for linking to this, Sarah! I want to think and write about it now. I hope I can do that some time this week.
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