ERIC Number: EJ1070635
Record Type: Journal
Publication Date: 2005
Questioning the Lecture Format
Limbach, Barbara J.; Waugh, Wendy L.
Thought & Action, p47-56 Fall 2005
Lectures often emphasize rote learning rather than critical thinking. Topics are discussed sequentially, not critically. The teacher does the talking and most of the thinking. The student memorizes material and is placed in a passive role. But many teachers who use the lecture should also be concerned that their students learn to think critically. One way to increase the emphasis on critical thinking while using a lecture format is to ask questions. Questioning can stimulate interaction between teacher and learner and challenge the learner to defend his or her position. In other words, the student must think critically. This article discusses what critical thinking is and how to bring it into the classroom.
Descriptors: Lecture Method, Critical Thinking, Questioning Techniques, Teacher Student Relationship, Classroom Techniques, Classroom Environment, Taxonomy, Educational Objectives, Learning Activities, Developmentally Appropriate Practices, Discussion (Teaching Technique), Educational Practices, Educational Strategies, Teaching Methods, Instructional Effectiveness, Instructional Innovation
National Education Association. 1201 16th Street NW Washington, DC 20036. Tel: 202-833-4000; Fax: 202-822-7974; Web site: http://www.nea.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
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