Why Do Students Face Issues While Reliance On Lectures?

Reliance on lectures is the most obvious example of the problems plaguing education. Lectures are so useless that I think it would be silly to explain their shortcomings if classes weren’t so ubiquitous, says joseph Blake Smith Little Rock Arkansas.

Everyone knows the basic lecture model:

The teacher stands in front of the room, and the students sit quietly and take notes. The university does not attempt to obfuscate this model. Some classes have hundreds of enrollments and minimal opportunity to do anything else. A walk through the halls of a high school confirms that education is the dominant model there as well.

The biggest problem with lectures is that they involve groups and are inherently ineffective. Students bring diverse backgrounds, experiences, interests, and abilities into the classroom. A single teacher cannot teach dozens of customized lessons simultaneously, making it impossible to achieve an optimal learning pace for every student.

In the Middle of the Lecture

Teachers do their best by teaching “in the middle of class.” But by trying to meet the needs of all students, we can meet the needs of fewer students. Slow students get left behind, and fast students fiddle with their thumbs. Both groups’ time is wasted. 

However, this is a simplistic analysis. Students are not neatly divided into slow and fast learners. In practice, students find specific topics more straightforward than others in the class. He has three layers of student differences.

General student skills, specific topic skills, and students’ ever-changing priorities. Together, these make it impossible for lectures to always reach the optimal learning pace for all students.

Suppose you had 8hours: of noon Lectures at the university, just like me. Students often miss class. Conversely, students cannot leave audiotapes, videotapes, books, or computer programs. These media only release content when students are ready to learn. Even students in the class can miss important ideas when their concentration drops. We’ve all had distractions in meetings and lectures. Our minds wander over relationship issues, what to eat for lunch or the names of the seven dwarfs. If you lose focus while reading a book or watching a video,

Another Reason

 lectures are inefficient because they are spontaneous. Lectures are not written, rehearsed, and edited like books, videos, or software. I made countless edits in writing this book. I deleted sentences, paragraphs, and even entire chapters. They were redundant, irrelevant, or misleading. Lectures contain pauses, inaccuracies, regressions, and unnecessary embellishments, contributing to inefficiency.

 But scripting the lecture is not the solution. If lessons were scripted, they would not only be more precise and tedious but also remain inefficient. Our brain can process information faster than we can vocalize it. Researchers in the somewhat strange field of “time-compressed speech” routinely scale down audio recordings by 50% without sacrificing four by replacing the audio with text.

A high school student

can read twice as fast as her teacher speaks

On average, the teacher tells her she says 111 words per minute (plus from the students, she adds 17 wpm for a total of 128 wpm). Video recordings of lectures made as educational tools are typically rated around 125 wpm. Conversely, the average silent reading rate is 205 wpm for her in 9th grade and 250 wpm in 12th grade.

 Scanning or skimming text can achieve even higher rates at the cost of lower comprehension. That is an essential strategy. 

Readers will constantly make adjustments based on their knowledge of the topic, the difficulty of the passage, and their reasons for reading it. A listener cannot make similar adjustments to slow down or speed up raw speech.

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