Sentences with phrase «math class lecture»

For example, if you are teaching a math class lecture style, it may be difficult for some students to release dopamine.

Not exact matches

A significantly greater number of students fail science, engineering and math courses that are taught lecture - style than fail in classes incorporating so - called active learning that expects them to participate in discussions and problem - solving beyond what they've memorized.

An analysis of more than 2,000 college classes in science, technology, engineering and math has imparted a lesson that might resonate with many students who sat through them: Enough with the lectures, already.

Stains and her colleagues have authored a new study showing that traditional lecturing remains the most common teaching style for undergrad classes in science, technology, engineering and math.

Cambridge, MA — A new study finds that 8th grade students in the U.S. score higher on standardized tests in math and science when their teachers allocate greater amounts of class time to lecture - style presentations than to group problem - solving activities.

For both math and science, the study finds that a shift of 10 percentage points of time from problem solving to lecture - style presentations (for example, increasing the share of time spent lecturing from 60 to 70 percent) is associated with a rise in student test scores of 4 percent of a standard deviation for the students who had the exact same peers in both their math and science classes — or between one and two months» worth of learning in a typical school year.

While students were given international tests in math and science, their teachers were asked what percentage of the overall class time was being spent on lectures, and what percent was being spent either on individual problem - solving or problem solving under the guidance of the teacher.

Frequently used in math and science classes, the flip has upended traditional learning as teachers spend less time lecturing and more time coaching.

These analysts took advantage of the fact that the 2003 Trends in International Mathematics and Science Survey (TIMSS) not only tested a nationally representative sample of U.S. 8th graders in math and science, but also asked their teachers what percentage of class time was taken up by students «listening to lecture - style presentations» rather than either «working on problems with the teacher's guidance» or «working on problems without guidance.»

Newer teaching methods might be beneficial for student achievement if implemented in the proper way, but our findings imply that simply inducing teachers to shift time in class from lecture - style presentations to problem solving without ensuring effective implementation is unlikely to raise overall student achievement in math and science.

We tackle this underexplored area by investigating the relative effects of two teacher practices — lecture - style presentations and in - class problem solving — on the achievement of middle - school students in math and science.