哈佛教授：如何让学生在课堂做到顿悟

I realized that education is really a two-step process. Two-step? Right! What are they? The first one is transfer of information. The second one is that to learn, or the student has to do something with that information, that's to assimilate the information. And I've always asked myself, you know, where did that second step, the making sense, oh, I get it. where did that happen? Aha moment that, exactly. And I don't think that many aha moments happened in the classroom, it happened after class. Exactly, so it's kind of ironic that in classrooms all over the world, US, China, Europe, Africa, South America, Australia, everywhere, professors in front of the class focus on the information transfer, whereas[ˌwerˈæz] with so many other ways of transferring information. We should really help the students with the second step was the aha moments. So I decided, back then, and I think it was nineteen ninety one to flip that to essentially, rather than focusing on the information transfer in the classroom and then giving the students the responsibility for the hard part, I was gonna give the students responsibility for information transfer, read a book, watch a video or whatever. And then, in class, I used the time to help students have the aha moment, exactly, so very, really flip the totally, ... that's where the flipped classroom started.... So in my classroom, so I essentially decided in the classroom not to teach by telling, but to teach my questioning. So what I do is I walk into the classroom. I talk maybe a few minutes, and then I put a question on the screen, and I read the question with the students, and then I tell them, think about this question for two minutes, and then I have to make a commitment. They have to choose an answer. If it's a multiple choice question. You know, before there was technology, I had them put their hands on their chest, indicating the choice. So I said, at the count of three, everybody vote one or two or three, four or five. And so everybody votes, and I can sort of see the distribution of of of answers. They make this commitment, and then I tell my students find somebody near you who has a different answer. So let's say, I turn to the person on my left with the same answer, turn to you, I chose three, you choose three, I choose two or one. So we start talking, so we start ..., and you say why did you choose one. And I justify myself. And now you have to externalize[ɪkˈstɜrnəlaɪz] your answer. If you externalize your answer, and it becomes no longer about the answer, it becomes about the reasoning that leads to the answer. Now let's say that you're right, and I'm wrong, you're right because you understand it. I'm wrong because I don't understand it. On average, you will be more likely to help me. In the other way around. So at some point, I'll probably go, oh yes, I'll have that aha moment in the class. So you have peer. Yes, from a peer, that's why peer instruction.