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Surprise, Surprise! Study Says Cooperative Learning Is More Effective Than Lectures

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A study was just announced today claiming — surprise, surprise — that integrating pair work and small groups in teaching is more effective than straight lectures. Science Daily reported it in an article titled Interactive Teaching Methods Double Learning in Undergraduate Physics Class. The study’s author’s also seem to make a big deal of using “clickers” for student response, but when I actually read the study they said they only used them an average of 1.5 times each class, so it’s difficult for me to imagine they had that big of an impact. Based on my reading, though, the big difference seemed to be pair and small group work. You can access the study here, but it does cost fifteen dollars.

Surprisingly — at least to me — the study was immediately attacked by a many other scientists, including Daniel Willingham, in a New York Times article.

I don’t really understand what the big deal is — tons of other studies have shown similar results over the years.

But, of course, another one can’t hurt…

Author: Larry Ferlazzo

I'm a high school teacher in Sacramento, CA.

One Comment

  1. Pingback: Interactive teaching methods double learning! « Teaching English using web 2.0

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