5 reasons why the lecture is on its last leg

Here’s how the basis of ‘modern education,’ Team-Based Learning, is pushing the lecture to the past

lecture-learning-DukeThough there are still many proponents of lecture as the main method of teaching in higher education, the lecture (while still integral) is becoming less of a ‘must-do’ for instructors as learning objectives change with the 21st Century. What’s taking its place? A method that Duke University says is strengthening course design.

Many new trends in learning, including Flipped Learning and online learning, say that instead of focusing on what the educator would like to impart, or what the institution would like to teach, the needs of the learner should come first.

[Read: “One shocking fact about Flipped Learning-and why it matters.“]

And nowhere is that more important than in Team-Based Learning (TBL), a popular method of course design that began in 2012, right around the time new trends started taking over.

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TBL focuses heavily on ‘backwards design,’ an instructional design method first popularized by Wiggins and McTighe. Backward design begins with the end in mind, and asks the important question: “What enduring understandings do I want my students to develop?”

Wiggins and McTighe focus on enduring understandings that goes beyond simple recall and remembering facts (inert knowledge) to include larger concepts, principles, problem-solving skills and processes. Their model has 3 stages:

1. Identifying desired learning outcomes.
2. Identifying how one will know if the students know.
3. Planning learning experiences and instruction.

Learn more about backwards design and the TBL course checklist here.

(Next page: 5 reasons why TBL is better than the lecture)

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