Depends on the class. History tends to have a lot of lectures. Science classes, math and English I don't recall as many (this was about 10 years ago). Also varies by teacher and I would assume school.
Math is probably the class that most easily follows this pattern: the teacher demonstrates how to solve a category of problem, the entire class practices it together with the teacher calling on students to provide answers, then after students are confidently solving the problem together they try to solve them independently -- a process that usually continues after class with homework problem sets.
Science classes in higher-income schools often follow this method too -- present a problem/question, introduce some bit of science knowledge, then investigate with a lab -- but low-income schools lack the resources to do lots of labs and as a result it's a lot of copying vocab/notes and doing problem sets that tend to be vocabulary-heavy.
Yeah, I think that sounds reasonable to me. I was thinking about my history classes more and there was a decent amount of interaction, just my memory about it was a bit fuzzy, since I haven't thought about the classes themselves in some years.
It had a decent amount of q/a and discussion, but it's rather hard to escape lectures in history. They didn't bother me though, since I had great history teachers that knew their stuff and made the lectures themselves interesting through anecdotes and personal experience. History was always my favorite subject, even though I obtained a degree in computer science.
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Depends on the class. History tends to have a lot of lectures. Science classes, math and English I don't recall as many (this was about 10 years ago). Also varies by teacher and I would assume school.
Math is probably the class that most easily follows this pattern: the teacher demonstrates how to solve a category of problem, the entire class practices it together with the teacher calling on students to provide answers, then after students are confidently solving the problem together they try to solve them independently -- a process that usually continues after class with homework problem sets.
Science classes in higher-income schools often follow this method too -- present a problem/question, introduce some bit of science knowledge, then investigate with a lab -- but low-income schools lack the resources to do lots of labs and as a result it's a lot of copying vocab/notes and doing problem sets that tend to be vocabulary-heavy.
Yeah, I think that sounds reasonable to me. I was thinking about my history classes more and there was a decent amount of interaction, just my memory about it was a bit fuzzy, since I haven't thought about the classes themselves in some years.
It had a decent amount of q/a and discussion, but it's rather hard to escape lectures in history. They didn't bother me though, since I had great history teachers that knew their stuff and made the lectures themselves interesting through anecdotes and personal experience. History was always my favorite subject, even though I obtained a degree in computer science.