Some of the most frequent complaints I hear about classroom life go something along the lines of this: “Lectures are uninteresting.” As a fellow student, I have no trouble sympathizing with these spontaneous yet unjustified fits of annoyance. The truth is that lectures can seem less than engaging; the act of listening to the drawl of an instructor and taking occasional notes has prompted many of my unfocused spells during school. The rationale behind lecture hatred boils down to a singular argument: lectures aren’t engaging.
To some extent, I agree. A generic topic, a lecture without ample amounts of humor, a lack of enthusiasm from both students and teachers; these are some of the many issues which can derail any lecture. Consistent repetition of these issues is likely what results in the conclusion that lectures aren’t engaging. With the numerous possible issues regarding the lecture, we now look for the alternative. But what is the alternative to a lecture-style classroom? And most importantly, is that alternative better than the lecture system itself?
In past years, the most popularized alternative has been what is often cited as a “flipped classroom.” Already implemented in several courses at IHS, the concept behind a flipped classroom is simple. In it, one ideally learns the lecture material at a comfortable pace through online lectures and proceeds to apply their knowledge through a multitude of tasks in the classroom setting. In essence, flipped classrooms intend to allow for students to absorb material at a customized pace, engage in deeper applications of concepts, and review with greater ease than ever before.
However, I am not entirely sold on this concept. Flipped classrooms decrease incentive to participate in class since the bulk of the material is learned at home. Flipped classrooms also support a single-stream explanation of a certain concept; teachers are not able to give spontaneous explanations for individual students, in contrast to lectures. Finally, flipped classrooms detract from a group learning experience. Working at home can only be individualistic, eradicating peer review, an essential part of the learning process.
In sharp contrast, lectures dodge these issues altogether. Lectures require avid participation for clarification of issues. Lectures can provide a variety of different explanations with spontaneous adaptations from the lecturer. Collaboration and group discussion during lectures can make them a peer-learning experience, too; students frequently engage amongst themselves to explain concepts that a less fortunate classmate does not understand.
However, they are not perfect, as no system can hope to be. Lectures are simply the best system out of the lot, but their flaws are what makes them require such constant attention; no individual can inspire the success of the overall lesson. This is precisely the reason why even the most enthusiastic teacher cannot teach a class with lethargic students.
To ensure a favorable outcome, there must be a two-sided effort. The student must strive to understand and question the ideas presented by the teacher, and in turn, the teacher must provide ample explanation and expand upon the basics with their reservoirs of knowledge. It is truly a group effort. Thus, as students, it is our duty not to escape the classroom environment through bathroom breaks and daydreams, but to buckle down and find it within ourselves to creatively partake in the class effort.