Are College Lectures Unfair? By Annie Murphy Paul

Throughout history, civil right movements express different approaches to strive toward a just society. The approaches alter the effectiveness and outcome of the resistance, but major ethical questions arise when analyzing the reasoning behind Socrates decision to accept the death penalty. As a society, the consensus of how one views making changes matters. It is these choices that affect everyone's lives under the ruling of a just or unjust government. And the outcome of movement showcases the effectiveness of tactics. Creating a society where every individual has the ability to act despite social, economic, racial, or any other factor starts with considering the success of movements in the past. Authors such as Howard Zinn, Martin Luther

While reading chapter twenty six Hendrick was trying to refresh everything he has taught us in the previous chapters. Subjects like observation interpretation and application were mentioned by Hendrick. Also ways they can be used in verses, paragraphs, and large sections. Hendrick also refers to the 5 clues that can help us understand the Bible. Clues such as things that are emphasized, repeated, related, alike, and unlike. Likewise, the use of charts was also a tool that was very beneficial in deciphering large Bible sections. Therefore, Hendrick wants us to gather the previous tools and techniques he has given us and use them to start fresh on observing a section.

Learning is a hard thing to do in some cases. It is never just an instructor teaching you that particular topic and learning it automatically. Over time I realize there are quirks to think about when learning specific subjects. For example in The Mind at Work, instead of finding research the

“Don’t Lecture Me” noted that students who gain a mastery of subjects in traditional lecture format classes were typically those who were engaging with the material through outside research and reading. These people are self-directed learners. They are motivated and have the 21st century skills necessary to gain a deeper understanding. Educators need to seek a way to make these types of students the norm, rather than outliers. It is not surprising that lectured-based educational formats do not succeed – these class styles do not foster an opportunity for students to exercise and gain mastery the 21st century skillset. By devoting class time to activities like group discussion, brainstorming, collaboration professors will provide students with skills that can be used independently and in

Meaningful learning, according to Ausabel, ‘entails acquiring new knowledge that links existing knowledge and which can be easily retained and applied.’ (Gould p. 48)

During my time at Fullerton College, I have come to realize that every student has their own unique way to achieve their goals, whether it is to cram down tons of information before the day of the exam, highlight each section in their textbook, or receive support from the tutoring center. These tips are useful to most students, but for me I have come to learn that I have the capacity to learn two ways: reading the material until I have a eureka moment, or work the problem step by step until each component makes sense to me. Unfortunately, for me to have acquired this, I had to learn from trial and error, each course I would try something new and see if I could keep applying the same method for upcoming courses. Some would work, and others would

We can know what we learn. While sitting in a classroom setting, it can be determined what an individual know by their response and participation in class. One have to learn in order to known. Every individuals has their own way of learning to benefit their working memory to recall the information later, when needed (Brownlee et. al., 2002). The information we learn becomes

There are two strategies of learning that are essential to the way we solve problems,

An active learning process involves listening, demonstrating, interacting, and understanding in order to engage all learners. By using a variety of teaching strategies and techniques and by actively involving learners in the experience,

Learning is a multifaceted perception unique to each individual. In looking to address the intricacies of learning, there have been a multitude of learning theories established over the centuries. To this day new theories are developed and traditional theories continue to be developed and expanded upon. (Swinburne Online, 2016)

Learning reconsidered is an argument for the integrated use of all of higher education’s resources in the education and preparation of the whole student (Keeling, 2004). After students learn from professors inside the classrooms,

Active learning strategies consist of a large and different variety of activities that share the common factors of involving students in thinking about the knowledge and information they are doing (Bonwell & Eison 1991). These strategies are used to engage students in critical thinking, communication with peers, expressing ideas, exploring their own attitudes and values, giving and receiving feedback, and reflecting on the learning process. These strategies are done with the students inside or outside the class, completed by working as individuals or in groups, and can be done with or without the use of technology. When the instructors use active learning strategies, they will typically spend more time in helping students developing their

This involves a learning process that engages the learners. Attention is moved from the teacher to the learners through practices such as role playing, group work and problem-based approaches, for instance. These activities put the learners in a situation where it is up to them to use available learning resources to solve problems, hence causing active learning.

Throughout the majority of my education, including college, I have felt like a passive member of the classroom. Teachers saw me as a clear slate that needed to be filled with information. I consumed countless facts, and memorized numerous processes, most of them not being my own. This approach to teaching has proven to be unsuccessful to the goals of education. Students are diverse, with their own learning styles and their own knowledge that they bring to the table, and these should be supported and expanded on in the classroom. The goal of education is to support learners and thinkers, and not to condition minds to all think the same ways.

While college is often seen as the greatest years of a person’s life, the college experience has proven to be a time of extreme transformation and development. However, given the number of contexts that are influencing students to pursue a postsecondary degree, one’s transformative process can vary significantly from person to person. As a result, colleges must continue to work to develop a greater awareness of the students they are serving, while also considering valuable initiatives that will foster their growth and development.