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I've seen this strategy in the classroom and out in the hallways. I really enjoy seeing students up, moving, and going from station to station learning from different primary sources. I know students enjoy getting information from different sources and being able to apply different learning modes. Overall, I believe this helps with anchoring the content from short-term memory to long-term memory.

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Lectures like anything else have a place in the educational toolbox. However, they should be short, and have activities around them such as Kagan Structures or other tasks to keep students engaged.

A lecture that is long will lead to students tuning out instruction and leads to losing valuable class time as a result.

I have been on a campus where we used Project Based Learning and were not allowed to do lectures at all and it was a disservice for students. Sometimes, you have to use lecture as a spring board and foundational knowledge to other activities.

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The first thing that pops into my head when I think of lectures is ALL of my social studies/history classes growing up. We sit, they talk, we listen, repeat. It was awful. I can't think of one class that I loved where the teacher lectured.

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At the start of each unit, I have the kids do some partner reading over an introduction.  This introduction sets the scene for the upcoming lessons.  I have students practice annotated in the margins, writing a brief summary and complete a reading log.

I have also switched it up and had them watch an EdPuzzle video that I created giving them background knowledge and setting the scene for the upcoming lessons. I embed questions throughout the EdPuzzle, giving them some open ended questions and allowing them to make some predictions. I especially like EdPuzzle because I can see their progress and provide feedback.

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I am really interested in the primary source station.  This sounds like a new twist on a DBQ and I am anxious to try to work this into an upcoming unit.

I also think stations aren't used as much at the middle school level. I love incorporating stations and I was happy to see she posted a link on how she uses stations in her classroom.

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Since her article was about how to provide content without students taking notes, I'm also curious if she ever uses her examples as a way to assess the students. I could definitely see students performing a skit or simulations as a means of assessment.

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Question: How does she get information into long term memory without taking notes?

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Question: How does she get information into long term memory without taking notes?

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The article states that her kids do not take notes. However, research shows that students lose much of what they have learned without re-engaging with the material which is commonly done through studying your notes. How is she building capacity and long term knowledge of the material with her students?

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I really enjoy doing simulations in my classes. It is an out of the box and fun way to learn. Students enjoy the movement and role playing and they always have so many great questions after the simulation is over.

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When I think about lecturing, I often think about how bored I would be if I was listening to someone talk all the time. Just like Kristen mentioned above, this was definitely what my social studies classes were like growing up. I think that when you add note-taking into the mix, students often focus more on writing but not actually absorbing the information that they are hearing. I agree with the author that this is occasionally necessary to have a more firm foundation, but is not the only way to get the point across.

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I have previously used primary source stations in my classroom as a way to complete historical investigations. I have had students rotate around the class to read the information that they will be inquired on. I think that this was a great experience. My students love to collaborate and be active with the content. This also allows them to think more critically as they obtain the information from multiple perspectives rather than just hearing what I know about the topic through a lecture.

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I would really like to find a way to incorporate "historical backgrounds" into my lessons. This is an easy way to have students summarize and have a basic understanding of the material. I currently have students complete a "world culture warm up" which sometimes is used as a brief introduction to the topic, but sometimes it does not cover enough depth. I also usually use information or sources that already exist, but I love that the author mentioned writing her own.

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I am curious about the way that she takes some of this learning a step further. While these activities are giving students baseline knowledge in a way other than taking notes, how does she further incorporate critical thinking into her classes? How does she utilize these activities on an assessment based level?

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I like to use immigrants stories when teaching about push/pull factors and immigration. Instead of me trying to sell their story, I let their own words do it. I also like to find actors reading the backgrounds of others throughout history. I feel like this gives them a face and they portray their feelings through the text.

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This was the worst way that information was presented to me in school. As someone with ADD listening to people drone on for hours was the least effective way for me to gather information. Now I do believe that lecturing has its place in small bursts. I like to have the kids explore content rather than me tell them what I want them to know. When they find out for themselves the information tends to stick better.