Teaching with your mouth shut and other things that happen in an inquiry-based classroom
I still remember how great that day was. I had rocked it in all five sections of my 8th US history class. I spent 55 awesome minutes each period highlighting the causes of the American Revolution. And. I. Killed. It. The kids clearly couldn’t get enough. They were so busy copying down all of the notes I had provided for them that they didn’t have time to ask any questions.
The French and Indian War. Proclamation of 1763. Stamp Act. Some other Act. Maybe two, not positive cause I was on a roll. Something, I think, about the Boston Tea Party. Pretty sure there was something about Crispus Attucks and that guy who kept yelling about liberty or death. Seriously. This lecture was on fire. And I left the building that day convinced that my kids walked out smarter than when they walked in.
Except . . .
they probably weren’t smarter. They were maybe better copy downers. Better taker noters. And for sure a whole lot better at not interrupting the teacher when he was talking.
But smarter? Nope. Clearly my perspective of how the day went wasn’t accurate. I wasn’t on fire. Kids weren’t engaged. And it’s very unlikely that they actually learned anything long term.
How do I know? The research says so.
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