Greetings,

True, "student-centered" might not be the most accurate term, but I
believe it serves its purpose to show the divide between those who
think they have all the answers and those who realize that we might
have the knowledge the students need to know, but using lectures as the
main vehicle for delivery might be best for teachers but it's assuredly
not the best for students.

I am constantly reading new research and listening to renowned
educators slam note-taking and the lecture model as a teacher's main
methodology. The only voices I hear supporting it seem to be people
who do it because it's easier and the kids behave. ("I hear and I
forget, I see and I remember, I do and I understand." -Confucius)

I guess I have also fallen a bit too in love with Roger Lewin's quote:
"Too often we give our students answers to remember, rather than
problems to solve."

I believe we all probably agree that teaching Social Studies offers
more opportunity for bias than any other general subject. When talking
about politics, war, immigration, etc. none of us can be 100% "fair and
balanced." When teachers control 90% or better of the
topics/information presented in class it can be dangerous for our
students. That is another reason why teacher-centered instruction
scares me.

Yes, a foundation of knowledge needs to exist. But with 180 days or so
to work with, don't you think a good teacher can get there without
having to regularly lecture our students?

Of course I am not saying we need to clean house every three years and
start anew. Every year or so major car companies do research and make
a few changes to their product because they know one can always be
better. Which car company would be around today if they were still
selling models from 5 or 10 years ago? Okay, I realize that this year
car companies are probably the worst example for how to become more
successful at anything, but it's the first thing that came to mind. :)

---damato "it wound up raining again in NJ yesterday, but at least it
was in the evening"

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