A few weeks ago, I wrote about launching my experiment with “no lecture” AP Macroeconomics this spring.
I should note — I didn’t start this experiment because my students were performing poorly. 61 of my 65 students passed the AP test last year, and nearly all of them were freshmen.
It was a pretty successful class just the way it was.
But it’s also always been an uphill battle, because students seemed to forget what they’d learned from one day to the next, they rarely did any homework, and we spent as much time re-teaching and reviewing every day as we did on new material.
Also, a rather large percentage of students were retaking every unit test, and that was frustrating.
I’d read enough about flipped classrooms, whiteboarding and inquiry learning to think that a new approach was worth trying. And so far, results are very positive.
Here are a few things I’ve noticed in the first four weeks:
- More students are reading the textbook than ever before. In the past, my students took it for granted that I would tell them everything they needed to know. Now they know that’s not the case, and they actually read.
- Formative quiz scores are through the roof. Last year, students averaged 60-70% on daily quizzes; this year it’s more like 85-90%. They actually remember what we did the previous day, now that they’re solving problems rather than passively listening.
- Twelve students earned 92% or above on the first test, compared to five last year.
- The lowest score on the first test was 54%; last year four students scored lower than that.
An added bonus: I feel less stressed. The planning part is stressful — mostly because I have to go through every lesson and rethink how to construct it. Yuck. That means 1-2 hours of work per hour of class, for a class I had pretty well planned out before.
But during class time, there’s a lot less stress. The students know what they need to do — and they are doing, rather than listening — so there’s a lot less off-task behavior. Fewer phones out, fewer side conversations, and a lot more outward signs of student engagement.
Also, more time for me to help struggling students one-on-one, while they’re in class.
When I do stop and interject a 5-10 minute mini-lecture — for example, explaining Okun’s Law and the connection between potential GDP and the Natural Rate of Unemployment this week — the students actually pay attention. They’re not burned out on listening to me — so I’m no longer Charlie Brown’s teacher.
I won’t prematurely call this a success. We’ve still got three more units and an AP test to get through. But right now, it’s looking like a change for the better.
Martha Rush is a teacher, blogger, author and speaker. Visit NeverBore.org or join the NeverBore LLC Facebook group for more information. @MarthaSRush