{"id":7887,"date":"2024-11-03T08:00:44","date_gmt":"2024-11-03T13:00:44","guid":{"rendered":"https:\/\/braindevs.net\/blog\/blog\/?p=7887"},"modified":"2025-01-14T02:16:59","modified_gmt":"2025-01-14T07:16:59","slug":"the-best-way-to-teach-when-clarity-leads-to-muddle","status":"publish","type":"post","link":"https:\/\/www.learningandthebrain.com\/blog\/the-best-way-to-teach-when-clarity-leads-to-muddle\/","title":{"rendered":"The Best Way to Teach: When Clarity Leads to Muddle"},"content":{"rendered":"

Most teachers want to be\u00a0better<\/em> teachers. You’re probably reading this blog for research-based guidance on doing so.<\/p>\n

\"A<\/a><\/p>\n

I recently read a study that\u00a0offers emphatic — and paradoxical — guidance. Exploring this research — as well as\u00a0its paradoxes\u00a0— might be helpful as we think about being better teachers.<\/p>\n

Here’s the story.<\/p>\n

A research team, led by Louis Deslauriers, worked with students in an introductory physics class<\/a> at Harvard. This class was taught by an experienced professor who mostly lectured; he also supplemented the class with “demonstrations, … occasional interactive quizzes or conceptual questions.”<\/p>\n

Let’s call this approach “interactive lecture.”<\/p>\n

In Deslauriers’s study, students also attended two\u00a0<\/em>additional classes.<\/em>\u00a0One was taught\u00a0with\u00a0Method A\u00a0<\/strong>and the other with\u00a0Method B<\/strong>.<\/p>\n

In Method A, an experienced professor:<\/p>\n