Students may learn better through investigation or discussion -- rather than in-person or videotaped lectures, even if teachers have adopted the flipped instructional model, writes instructional coach David Ginsburg. In this blog post, he describes a scenario in which teachers work during class time to assess what students' know and the areas in which they need additional help. Then, they would develop a whole-group discussion "students would benefit from such as sharing solutions and insights, addressing common misconceptions, and scaffolding understanding to a deeper level."
What if lectures are unnecessary?
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