Three
blogs I read have recently addressed the question of why undergrads tend to sit like lumps in lectures, faithfully taking notes but rarely asking questions, even (especially?) when they don't understand. Though I was an excellent student, I wasn't a big question-asker, and it wasn't because I already understood everything. I'd been thinking about this for awhile when Radagast, as usual, provided a thought-out
list of possibilities, which I'd like to expand upon.
Of Radagast's reasons, I think the following apply to what I was thinking when I failed to ask questions in class:
1a. Students almost never do the required reading ahead of time, but they don't want to make this fact obvious to the instructor. Thus if they believe the answer to their question may have been in the reading, they won't ask a question until they've checked the book.
1b. Students may think that their question has been answered in a prior portion of the lecture that they missed (while they were not paying attention, in the bathroom, out sick, etc.)
2b. Students may be hoping that if they can write everything down they can review their notes later and figure the material out then
[snippets run together and formatted]
This was me. I was an excellent student. But I didn't ask very many questions at all. (And it wasn't because I already understood everything - when I did, I either skipped class or asked very interested questions.) I rarely did the reading, and spaced out much of the time in lecture. What I did was make sure to take notes (I took good ones, despite not being actively engaged in listening), then while I was working on the problems, I would refer to the text and/or notes for whatever I didn't understand. If it was a class (like biology) that didn't have problem sets, I'd go through the text and relate it to the notes. The notes were also very helpful when studying for tests; you can generally tell what will be emphasized on the exam by what was emphasized in lecture.
So why did I do this? Little of it came from conscious decisions, so I probably can't pin down all of the motivations, but I'll try breaking it up.
Why didn't I do the reading? It often doesn't make much sense before the lecture, plus you end up focusing on the difficult sections which the lecturer then skips. Basically it's pretty pointless unless the subject is one you learn well by reading.
Why did I space out in lectures? It's not because they were boring. (Well, some profs did have extremely soothing voices.) It's actually because
I wasn't following. On the occasions when I was able to actively listen to the lecture - make connections in real time, anticipate what was going to happen next, see the big picture - I never spaced out unless I was actually sick or something. Passive listening is, for me, pretty similar to spacing out. Yeah, I'm sitting there writing stuff down and can probably tell you the topic, but if I'm not engaged in the lecture, I'm not currently learning (in the sense of gaining an understanding). There aren't any "ooh!" moments, it's all "ok, ok, ok."
If there were problem sets, I didn't read the textbook (unless I was TOTALLY lost). Because that's just more prose, and if there's nothing to apply it to (whether a problem or a brain "hook") it's impossible to attend actively. Instead, I just tackled the problems with whatever I'd absorbed from lecture, and flipped back through the text and notes for examples or equations when I got stuck.
So to get back to the topic of why students don't ask questions: in order to ask questions, you must be actively listening - actually fitting the new information into your mental framework, making connections, processing in real time, rather than just saving it all up to work through later (during problem sets), or to keep in a pile to use as needed ("oh yeah, I always wondered what Prof X meant by that"). [Forgive me for the lacking terminology; I helped a college boyfriend write a paper on learning and the brain, but didn't actually take the course myself.]
It's really, really hard to actively listen during lectures as an undergrad. When everything's new, you can't challenge and question and fit things in; the expression "drinking from a firehose" comes to mind. I don't think it's possible unless you have a basic understanding of the underpinnings of the topic. It seems to me like there's a tipping point: if maybe 90% of the information makes sense and fits in without a problem, I'll be able ask questions about the other 10%. Under the threshold, you just can't formulate questions that fast. Or, you simply can't follow quickly enough - when I read a math book, I work through the problems at my own pace; when I attend a lecture I can get the instructor to stop and go through it again, but getting him to pay attention to the exact step I personally need 10 more seconds for is more trouble than it's worth. ("Where, here?" "No, before that." "Here?" "No, over with the 3X." "Ah, here! You just subtract." "Uh, thanks.")
It's like reading a book in a foreign language. I speak German, though not well, and I can read stories aimed at young schoolchildren. And understand them and laugh at the jokes and so on. I might not know all of the words, but I can pick most of them up from context and look up the handful that stump me. On the other hand, if I pick up
Der Spiegel; I know more than half the words in most of the articles, but that's too few to depend on context. I have to pull out the dictionary multiple times per sentence. I *can* read an entire article, but not only will it take a long time, my understanding will be dulled by taking in the sentences word-by-word rather than as a whole.
There have been classes where I remember asking intelligent questions (and being gawked at because few others were following enough to even ask.) It happened a few times in programming classes, which I generally grokked pretty easily. For some strange reason, I understood organic chemistry (the first semester at least) and asked questions there too. (I wanted to ask questions when I was observing introductory classes as a teaching assistant or evaluator, but restrained myself because my questions wouldn't have been helpful to the actual students.) Somewhat interestingly, these situations were the same ones where I would correct the professor on minor math mistakes or misspeakings - I was following the lecture or the problem, so I noticed the error and also noticed that my fellow students seemed confused, so I made the correction to prevent them from getting mentally turned around or having mistaken notes.
I think there are things instructors can do to help students actively attend to the lecture. Radagast's techniques are good. Moving slowly at first then picking up the pace once people have a basic understanding can help. I like analogies - take something the students already understand and help them hook the new concepts in. I also liked one math professor's tactic of having us attack problems *before* lecturing on the topics, but most students didn't. (And my biggest pet peeve, realize that students can't draw diagrams quite as quickly, so don't move on as soon as you have all the lines on the chalkboard. Let the pencils catch up.)
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