In 1990, after seven years of teaching at Harvard, Eric Mazur, now Balkanski professor of physics and applied physics, was delivering clear, polished lectures and demonstrations and getting high student evaluations for his introductory Physics 11 course, populated mainly by premed and engineering students who were successfully solving complicated problems. Then he discovered that his success as a teacher “was a complete illusion, a house of cards.”
Video guided notes/reflection:
8 minutes from Professor Mazur’s physics class:
In a traditional lecture course
- Only 10% of students could state a fact from the lecture 15 minutes after class
- Post-test scores were 25% higher than pre-test scores
In a Peer-instruction (what Professor Mazur does) class:
- 90% of students could state a fact from the lecture 2 days after class
- Post-test scores were 50-70% higher than pre-test scores.
Source: University of Colorado, Interactive Learning Study (2008).
If you are able, please post your answer to the final reflection question (#11) in the comments section of this post.